WorldWideScience

Sample records for monthly feedback group

  1. Fishualization: a group feedback display

    NARCIS (Netherlands)

    Schavemaker, J.G.M.; Boertjes, E.M.; Koldijk, S.J.; Wiertz, L.; Verberne, S.; Sappelli, M.; Kaptein, A.M.

    2014-01-01

    In this contribution1 we present a novel psychological intervention that maps human computer activity to a group feedback device on the basis of a combination of various types of unobtrusive, low-level sensors. The goal is to enable employees to gain insights into their working habits, to reduce str

  2. Effects of Quasar Feedback in Galaxy Groups

    CERN Document Server

    Bhattacharya, Suman; Kosowsky, Arthur

    2007-01-01

    We study the effect of quasar feedback on distributions of baryons in galaxy groups using high-resolution numerical simulations. We use the entropy-conserving Gadget code that includes gas cooling and star formation, modified to include a physically-based model of quasar feedback. For a sample of ten galaxy group-sized dark matter halos with masses in the range of 1 to $5\\times 10^{13} M_{\\odot}/h$, star formation is suppressed by more than 30% in the inner regions due to the additional pressure support by quasar feedback, while gas is driven from the inner region towards the outer region of the halos. As a result, the average gas density is 20% lower in the inner region and 10% higher in the outer region in the simulation, compared to a similar simulation with no quasar feedback. Gas pressure is also higher in the outer region, while temperature and entropy are enhanced in the inner region. The total group gas fraction in the two simulations generally differs by less than 10%. We also find a small enhancemen...

  3. Group Projects in Interior Design Studio Classes: Peer Feedback Benefits

    Science.gov (United States)

    Jurado, Juan A.

    2011-01-01

    Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class,…

  4. Group Projects in Interior Design Studio Classes: Peer Feedback Benefits

    Science.gov (United States)

    Jurado, Juan A.

    2011-01-01

    Group projects have been shown to be effective for providing peer feedback in classrooms. While students in regular enrollment classes benefit from peer feedback, low-enrollment classes face many challenges. This study compares peer feedback effectiveness between two interior design studio classes with different design projects. In one class,…

  5. Overcoming Addictions, a Web-Based Application, and SMART Recovery, an Online and In-Person Mutual Help Group for Problem Drinkers, Part 2: Six-Month Outcomes of a Randomized Controlled Trial and Qualitative Feedback From Participants.

    Science.gov (United States)

    Campbell, William; Hester, Reid K; Lenberg, Kathryn L; Delaney, Harold D

    2016-10-04

    Despite empirical evidence supporting the use of Web-based interventions for problem drinking, much remains unknown about factors that influence their effectiveness. We evaluated the performance of 2 resources for people who want to achieve and maintain abstinence: SMART Recovery (SR) and Overcoming Addictions (OA). OA is a Web application based on SR. We also examined participant and intervention-related factors hypothesized to impact clinical outcomes of Web-based interventions. We recruited 189 heavy drinkers through SR's website and in-person meetings throughout the United States. We began by randomly assigning participants to (1) SR meetings alone, (2) OA alone, and (3) OA and SR (OA+SR). Recruitment challenges compelled us to assign participants only to SR (n=86) or OA+SR (n=102). The experimental hypotheses were as follows: (1) Both groups will reduce their drinking and alcohol-related consequences at follow-up compared with their baseline levels, and (2) The OA+SR condition will reduce their drinking and alcohol or drug-related consequences more than the SR only condition. Additionally, we derived 3 groups empirically (SR, OA, and OA+SR) based on the participants' actual use of each intervention and conducted analyses by comparing them. Primary outcome measures included percent days abstinent (PDA), mean drinks per drinking day (DDD), and alcohol or drug-related consequences. Postbaseline assessments were conducted by phone at 3 and 6 months. Secondary analyses explored whether clinical issues (eg, severity of alcohol problems, level of distress, readiness to change) or intervention-related factors (eg, Internet fluency, satisfaction with site) affected outcomes. Both intent-to-treat analyses and the actual-use analyses showed highly significant improvement from baseline to follow-ups for all 3 groups. Mean within-subject effect sizes were large (d>0.8) overall. There was no significant difference between groups in the amount of improvement from baseline to

  6. Overcoming Addictions, a Web-Based Application, and SMART Recovery, an Online and In-Person Mutual Help Group for Problem Drinkers, Part 2: Six-Month Outcomes of a Randomized Controlled Trial and Qualitative Feedback From Participants

    Science.gov (United States)

    Hester, Reid K; Lenberg, Kathryn L; Delaney, Harold D

    2016-01-01

    Background Despite empirical evidence supporting the use of Web-based interventions for problem drinking, much remains unknown about factors that influence their effectiveness. Objective We evaluated the performance of 2 resources for people who want to achieve and maintain abstinence: SMART Recovery (SR) and Overcoming Addictions (OA). OA is a Web application based on SR. We also examined participant and intervention-related factors hypothesized to impact clinical outcomes of Web-based interventions. Methods We recruited 189 heavy drinkers through SR’s website and in-person meetings throughout the United States. We began by randomly assigning participants to (1) SR meetings alone, (2) OA alone, and (3) OA and SR (OA+SR). Recruitment challenges compelled us to assign participants only to SR (n=86) or OA+SR (n=102). The experimental hypotheses were as follows: (1) Both groups will reduce their drinking and alcohol-related consequences at follow-up compared with their baseline levels, and (2) The OA+SR condition will reduce their drinking and alcohol or drug-related consequences more than the SR only condition. Additionally, we derived 3 groups empirically (SR, OA, and OA+SR) based on the participants’ actual use of each intervention and conducted analyses by comparing them. Primary outcome measures included percent days abstinent (PDA), mean drinks per drinking day (DDD), and alcohol or drug-related consequences. Postbaseline assessments were conducted by phone at 3 and 6 months. Secondary analyses explored whether clinical issues (eg, severity of alcohol problems, level of distress, readiness to change) or intervention-related factors (eg, Internet fluency, satisfaction with site) affected outcomes. Results Both intent-to-treat analyses and the actual-use analyses showed highly significant improvement from baseline to follow-ups for all 3 groups. Mean within-subject effect sizes were large (d>0.8) overall. There was no significant difference between groups in

  7. Feedback in Group Psychotherapy for Eating disorders

    DEFF Research Database (Denmark)

    Davidsen, Annika Helgadóttir; Poulsen, Stig; Lindschou, Jane

    2017-01-01

    -generated allocation sequence concealed to the investigators. One-hundred and 59 adult participants, diagnosed with bulimia nervosa, binge eating disorder, or eating disorder not otherwise specified according to DSM-IV, were included. Eighty participants were allocated to the experimental group, and 79 participants...

  8. Intersubjectivity and narcissism in group psychotherapy: how feedback works.

    Science.gov (United States)

    Cohen, B D

    2000-04-01

    In group psychotherapy, inter-subjectivity is complicated by the number and quality of therapist-member, member-member, and member-group relations. Inter-member feedback structures the relational process. However, fears of narcissistic injury engender resistance to this form of engagement. The nature of the narcissistic belief system that motivates such resistance is discussed. Then, two models of feedback are presented: the cybernetic and the inter-subjective. In the cybernetic model, feedback is intended to inform recipients about themselves and to change their behavior accordingly. As such, this model is consistent with narcissistic beliefs in the power of others' perceptions to control one's being, identity, or value. The inter-subjective model focuses, instead, on what feedback tells recipients about their donors' worlds. This model and some of its parameters are exemplified clinically.

  9. Self-control of feedback during motor learning: accounting for the absolute amount of feedback using a yoked group with self-control over feedback.

    Science.gov (United States)

    Hansen, Steve; Pfeiffer, Jacob; Patterson, Jae Todd

    2011-01-01

    A traditional control group yoked to a group that self-controls their reception of feedback receives feedback in the same relative and absolute manner. This traditional control group typically does not learn the task as well as the self-control group. Although the groups are matched for the amount of feedback they receive, the information is provided on trials in which the individual may not request feedback if he or she were provided the opportunity. Similarly, individuals may not receive feedback on trials for which it would be a beneficial learning experience. Subsequently, the mismatch between the provision of feedback and the potential learning opportunity leads to a decrement in retention. The present study was designed to examine motor learning for a yoked group with the same absolute amount of feedback, but who could self-control when they received feedback. Increased mental processing of error detection and correction was expected for the participants in the yoked self-control group because of their choice to employ a limited resource in the form of a decreasing amount of feedback opportunities. Participants in the yoked with self-control group committed fewer errors than the self-control group in retention and the traditional yoked group in both the retention and time transfer blocks. The results suggest that the yoked with self-control group was able to produce efficient learning effects and can be a viable control group for further motor learning studies.

  10. Adaptive group testing as channel coding with feedback

    CERN Document Server

    Aldridge, Matthew

    2012-01-01

    Group testing is the combinatorial problem of identifying the defective items in a population by grouping items into test pools. Recently, nonadaptive group testing - where all the test pools must be decided on at the start - has been studied from an information theory point of view. Using techniques from channel coding, upper and lower bounds have been given on the number of tests required to accurately recover the defective set, even when the test outcomes can be noisy. In this paper, we give the first information theoretic result on adaptive group testing - where the outcome of previous tests can influence the makeup of future tests. We show that adaptive testing does not help much, as the number of tests required obeys the same lower bound as nonadaptive testing. Our proof uses similar techniques to the proof that feedback does not improve channel capacity.

  11. Feedback.

    Science.gov (United States)

    Richardson, Barbara K

    2004-12-01

    The emergency department provides a rich environment for diverse patient encounters, rapid clinical decision making, and opportunities to hone procedural skills. Well-prepared faculty can utilize this environment to teach residents and medical students and gain institutional recognition for their incomparable role and teamwork. Giving effective feedback is an essential skill for all teaching faculty. Feedback is ongoing appraisal of performance based on direct observation aimed at changing or sustaining a behavior. Tips from the literature and the author's experience are reviewed to provide formats for feedback, review of objectives, and elements of professionalism and how to deal with poorly performing students. Although the following examples pertain to medical student education, these techniques are applicable to the education of all adult learners, including residents and colleagues. Specific examples of redirection and reflection are offered, and pitfalls are reviewed. Suggestions for streamlining verbal and written feedback and obtaining feedback from others in a fast-paced environment are given. Ideas for further individual and group faculty development are presented.

  12. Clinical Pathway and Monthly Feedback Improve Adherence to Antibiotic Guideline Recommendations for Community-Acquired Pneumonia.

    Directory of Open Access Journals (Sweden)

    Maher Almatar

    Full Text Available Compliance with community-acquired pneumonia (CAP guidelines remains poor despite a substantial body of evidence indicating that guideline-concordant care improves patient outcomes. The aim of this study was to compare the relative effectiveness of a general educational and a targeted emergency department intervention on improving physicians' concordance with CAP guidelines.Two distinct interventions were implemented over specific time periods. The first intervention was educational, focusing on the development of local CAP guidelines and their dissemination through hospital-wide educational programmes. The second intervention was a targeted one for the emergency department, where a clinical pathway for the initial management of CAP patients was introduced, followed by monthly feedback to the emergency department (ED physicians about concordance rates with the guidelines. Data on the concordance rate to CAP guidelines was collected from a retrospective chart review.A total of 398 eligible patient records were reviewed to measure concordance to CAP guidelines over the study period. Concordance rates during the baseline and educational intervention periods were similar (28.1% vs. 31.2%; p > 0.05. Significantly more patients were treated in accordance with the CAP guidelines after the ED focused intervention when compared to the baseline (61.5% vs. 28.1%; p < 0.05 or educational period (61.5% vs. 31.2%; p < 0.05.A targeted intervention with a CAP clinical pathway and monthly feedback was a successful strategy to increase adherence to empirical antibiotic recommendations in CAP guidelines.

  13. Evidence for AGN Feedback in Galaxy Clusters and Groups

    Directory of Open Access Journals (Sweden)

    Myriam Gitti

    2012-01-01

    Full Text Available The current generation of flagship X-ray missions, Chandra and XMM-Newton, has changed our understanding of the so-called “cool-core” galaxy clusters and groups. Instead of the initial idea that the thermal gas is cooling and flowing toward the center, the new picture envisages a complex dynamical evolution of the intracluster medium (ICM regulated by the radiative cooling and the nongravitational heating from the active galactic nucleus (AGN. Understanding the physics of the hot gas and its interplay with the relativistic plasma ejected by the AGN is key for understanding the growth and evolution of galaxies and their central black holes, the history of star formation, and the formation of large-scale structures. It has thus become clear that the feedback from the central black hole must be taken into account in any model of galaxy evolution. In this paper, we draw a qualitative picture of the current knowledge of the effects of the AGN feedback on the ICM by summarizing the recent results in this field.

  14. Evidence for AGN Feedback in Galaxy Clusters and Groups

    CERN Document Server

    Gitti, Myriam; McNamara, Brian R

    2011-01-01

    The current generation of flagship X-ray missions, Chandra and XMM-Newton, has changed our understanding of the so-called "cool core" galaxy clusters and groups. Instead of the initial idea that the thermal gas is cooling and flowing toward the center, the new picture envisages a complex dynamical evolution of the intra-cluster medium (ICM) regulated by the radiative cooling and the nongravitational heating from the active galactic nucleus (AGN). Understanding the physics of the hot gas and its interplay with the relativistic plasma ejected by the AGN is key for understanding the growth and evolution of galaxies and their central black holes, the history of star formation, and the formation of large-scale structures. It has thus become clear that the feedback from the central black hole must be taken into account in any model of galaxy evolution. In this paper, we draw a qualitative picture of the current knowledge of the effects of the AGN feedback on the ICM by summarizing the recent results in this field.

  15. 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

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

    Science.gov (United States)

    Wen, Chin-Chen; Lin, Meei-Ju; Lin, Chi-Wei; Chu, Shao-Yin

    2015-01-01

    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 knowledge, deeper

  17. Feedback versus no feedback in improving patient outcome in group psychotherapy for eating disorders (F-EAT)

    DEFF Research Database (Denmark)

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

    2014-01-01

    or control group at a ratio of 1:1. The experimental group will receive standard treatment (systemic and narrative group psychotherapy) with feedback intervention, whereas the control group will receive standard treatment only. The participants are diagnosed with bulimia nervosa binge eating disorder...

  18. Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback.

    Science.gov (United States)

    Chou, Calvin L; Masters, Dylan E; Chang, Anna; Kruidering, Marieke; Hauer, Karen E

    2013-11-01

    Although feedback is a critical component of learning, recent data suggest that learners may discount feedback they receive. The emotional threat inherent in feedback can contribute to its ineffectiveness, particularly for sensitive topics like communication skills. Longitudinal relationships among peers may increase their sense of safety and soften the perceived threat of feedback to allow students to give, receive and potentially more effectively incorporate feedback. We studied the effects of prior shared learning experiences among medical students in the delivery and receipt of feedback on clinical (communication) skills. During a formative clinical skills examination, we divided Year 3 students at a US medical school into two subgroups comprising, respectively, small-group classmates from a 2-year longitudinal pre-clerkship clinical skills course (with prior peer-learning relationships), and peers with no prior shared small-group coursework. Students in both subgroups observed peers in a simulated clinical case and then provided feedback, which was videotaped, transcribed and coded. Feedback recipients also completed a survey on their perceptions of the feedback. Students valued the feedback they received and intended to enact it, regardless of whether they had prior peer-learning relationships. Coding of feedback revealed high specificity. Feedback providers who had prior peer-learning relationships with recipients provided more specific corrective feedback on communication skills than those with no such relationships (p = 0.014); there was no significant difference between subgroups in the provision of reinforcing feedback on communication skills. Year 3 medical student peers can deliver specific feedback on clinical skills; prior peer-learning relationships in pre-clerkship clinical skills courses enrich the provision of specific corrective feedback about communication skills. Feedback between peers with pre-existing peer-learning relationships represents

  19. Feedback versus no feedback in improving patient outcome in group psychotherapy for eating disorders (F-EAT)

    DEFF Research Database (Denmark)

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

    2014-01-01

    , or an eating disorder not otherwise specified, according to the DSM-IV. In the experimental group feedback to the participants, based on the Outcome Rating Scale (ORS) and the Group Session Rating Scale (GSRS), is actively added to standard treatment. The ORS assesses areas of life functioning known to change...... If the results will confirm the hypothesis, this trial will support feedback as a way to improve group treatment attendance for outpatients with eating disorders. Trial registration: ClinicalTrials.gov identifier: NCT01693237...

  20. 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.

    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

  1. Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning

    Science.gov (United States)

    Roschelle, Jeremy; Rafanan, Ken; Bhanot, Ruchi; Estrella, Gucci; Penuel, Bill; Nussbaum, Miguel; Claro, Susana

    2010-01-01

    Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting--with social incentives to ask questions, give explanations and discuss disagreements--would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted…

  2. Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning

    Science.gov (United States)

    Roschelle, Jeremy; Rafanan, Ken; Bhanot, Ruchi; Estrella, Gucci; Penuel, Bill; Nussbaum, Miguel; Claro, Susana

    2010-01-01

    Based on strong research literatures, we conjectured that social processing of feedback by cooperating in a small group setting--with social incentives to ask questions, give explanations and discuss disagreements--would increase learning. We compared group and individual feedback, using two technologies: (1) Technology-mediated, Peer-Assisted…

  3. Maternal Vocal Feedback to 9-Month-Old Infant Siblings of Children with ASD.

    Science.gov (United States)

    Talbott, Meagan R; Nelson, Charles A; Tager-Flusberg, Helen

    2016-04-01

    Infant siblings of children with autism spectrum disorder display differences in early language and social communication skills beginning as early as the first year of life. While environmental influences on early language development are well documented in other infant populations, they have received relatively little attention inside of the infant sibling context. In this study, we analyzed home video diaries collected prospectively as part of a longitudinal study of infant siblings. Infant vowel and consonant-vowel vocalizations and maternal language-promoting and non-promoting verbal responses were scored for 30 infant siblings and 30 low risk control infants at 9 months of age. Analyses evaluated whether infant siblings or their mothers exhibited differences from low risk dyads in vocalization frequency or distribution, and whether mothers' responses were associated with other features of the high risk context. Analyses were conducted with respect to both initial risk group and preliminary outcome classification. Overall, we found no differences in infants' consonant-vowel vocalizations, the frequency of overall maternal utterances, or the distribution of mothers' response types. Both groups of infants produced more vowel than consonant-vowel vocalizations, and both groups of mothers responded to consonant-vowel vocalizations with more language-promoting than non-promoting responses. These results indicate that as a group, mothers of high risk infants provide equally high quality linguistic input to their infants in the first year of life and suggest that impoverished maternal linguistic input does not contribute to high risk infants' initial language difficulties. Implications for intervention strategies are also discussed.

  4. The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation

    Science.gov (United States)

    Bitchener, John; Knoch, Ute

    2010-01-01

    The call for longitudinal evidence on the efficacy of written corrective feedback (WCF) for ESL (English as a second language) writers has been made repeatedly since Truscott (1996) claimed that it is ineffective, harmful, and should therefore be abandoned. This article discusses some of the theoretical issues raised against the practice, outlines…

  5. The Hot and Energetic Universe: AGN feedback in galaxy clusters and groups

    CERN Document Server

    Croston, J H; Heinz, S; Hardcastle, M J; Zhuravleva, I; Bîrzan, L; Bower, R G; Brüggen, M; Churazov, E; Edge, A C; Ettori, S; Fabian, A C; Finoguenov, A; Kaastra, J; Gaspari, M; Gitti, M; Nulsen, P E J; McNamara, B R; Pointecouteau, E; Ponman, T J; Pratt, G W; Rafferty, D A; Reiprich, T H; Sijacki, D; Worrall, D M; Kraft, R P; McCarthy, I; Wise, M

    2013-01-01

    Mechanical feedback via Active Galactic Nuclei (AGN) jets in the centres of galaxy groups and clusters is a crucial ingredient in current models of galaxy formation and cluster evolution. Jet feedback is believed to regulate gas cooling and thus star formation in the most massive galaxies, but a robust physical understanding of this feedback mode is currently lacking. The large collecting area, excellent spectral resolution and high spatial resolution of Athena+ will provide the breakthrough diagnostic ability necessary to develop this understanding, via: (1) the first kinematic measurements on relevant spatial scales of the hot gas in galaxy, group and cluster haloes as it absorbs the impact of AGN jets, and (2) vastly improved ability to map thermodynamic conditions on scales well-matched to the jets, lobes and gas disturbances produced by them. Athena+ will therefore determine for the first time how jet energy is dissipated and distributed in group and cluster gas, and how a feedback loop operates in group...

  6. Mineral resource of the month: platinum group metals

    Science.gov (United States)

    Loferski, Patricia J.

    2010-01-01

    The article focuses on platinum group metals (PGMs) and their properties. According to the author, PGMs, which include iridium, osmium, palladium, platinum, rhodium, and ruthenium, are among the rarest mineral commodities in the Earth's crust. PGMs are primarily used as catalytic converters that clean harmful exhaust from vehicle engines. They are also used in the chemical industry as catalysts in the production of nitric acid and in the petroleum refining industry.

  7. Computer Assisted Feedback of Non-Intellectual Factors as a Means of Improving Small Group Instruction. Final Report.

    Science.gov (United States)

    Hill, Richard J.

    How feedback affects small-group processes and group outcomes and how these outcomes vary with computer-assisted or experimenter-assisted modes of supplying feedback were investigated. Feedback theory was conceptualized through a work-emotionality framework. Theoretical constructs were operationalized through the use of Boyd's three-channel mode…

  8. Effectiveness of a feedback signal in a computer mouse on upper extremity musculoskeletal symptoms: a randomised controlled trial with an 8-month follow-up

    NARCIS (Netherlands)

    E.M. Meijer; J.K. Sluiter; M.H.W. Frings-Dresen

    2009-01-01

    OBJECTIVES: To study the effectiveness of using a computer mouse with a feedback signal for upper extremity musculoskeletal symptoms in office workers. METHODS: A randomised controlled trial with 8 months of follow-up was carried out. The intervention consisted of a computer mouse with a feedback si

  9. 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 4

  10. Motivational Effects of Feedback and Goal-Setting on Group Performance.

    Science.gov (United States)

    Watson, Carol

    In studies examining the impact of performance information on motivation, both feedback and goal setting have been found to improve performance. To explore the generalizability of E. A. Locke's (1968) theory of task motivation to groups, 180 male masters of business administration (MBA) students were randomly organized into 60 three-person groups.…

  11. Analysis of Feedback processes in Online Group Interaction: a methodological model

    Directory of Open Access Journals (Sweden)

    Anna Espasa

    2013-06-01

    Full Text Available The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the feedback. Research on feedback processes has predominantly focused on feedback design rather than on how students utilize feedback to improve learning. This methodological model fills this gap contributing to analyse the implementation of the feedback processes while students discuss collaboratively in a specific case of writing assignments. A review of different methodological models was carried out to define a framework adjusted to the analysis of the relationship of written and asynchronous group interaction, and students' activity and changes incorporated into the final text. The model proposed includes the following dimensions: 1 student participation 2 nature of student learning and 3 quality of student learning. The main contribution of this article is to present the methodological model and also to ascertain the model's operativity regarding how students incorporate such feedback into their essays.

  12. 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.

  13. 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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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…

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

    NARCIS (Netherlands)

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

    2015-01-01

    OBJECTIVE: To assess the change in level of diabetes quality management in primary care groups and outpatient clinics after feedback and tailored support. RESEARCH DESIGN AND METHODS: This before-and-after study with a 1-year follow-up surveyed qualitymanagers on six domains of quality management. Q

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

    NARCIS (Netherlands)

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

    2015-01-01

    OBJECTIVE: To assess the change in level of diabetes quality management in primary care groups and outpatient clinics after feedback and tailored support. RESEARCH DESIGN AND METHODS: This before-and-after study with a 1-year follow-up surveyed qualitymanagers on six domains of quality management.

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

    Science.gov (United States)

    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…

  19. Mechanical Feedback from Active Galactic Nuclei in Galaxies, Groups, and Clusters

    CERN Document Server

    McNamara, B R

    2012-01-01

    The radiative cooling timescales at the centers of hot atmospheres surrounding elliptical galaxies, groups, and clusters are much shorter than their ages. Therefore, hot atmospheres are expected to cool and to form stars. Cold gas and star formation are observed in central cluster galaxies but at levels below those expected from an unimpeded cooling flow. X-ray observations have shown that wholesale cooling is being offset by mechanical heating from radio active galactic nuclei. Feedback is widely considered to be an important and perhaps unavoidable consequence of the evolution of galaxies and supermassive black holes. We show that cooling X-ray atmospheres and the ensuing star formation and nuclear activity are probably coupled to a self-regulated feedback loop. While the energetics are now reasonably well understood, other aspects of feedback are not. We highlight the problems of atmospheric heating and transport processes, accretion, and nuclear activity, and we discuss the potential role of black hole sp...

  20. 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.

  1. CLINICAL PROFILE OF CHILDREN IN THE AGE GROUP 6 MONTHS TO 60 MONTHS WITH LOWER RESPIRATORY TRACT INFECTION

    Directory of Open Access Journals (Sweden)

    Bharath Kumar

    2015-05-01

    Full Text Available CONTEXT : Infections of the respiratory tract are perhaps the most common human ailments. Acute Respiratory Infections (ARI has quite a high morbidity and mortality in children in developing countries 1 ARI is responsible for about 30 - 50 percent of visits to health facilities and for about 20 - 40 percent of hospital admissions. Pneumonia is a leading cause of mortality in children worldwide. Because mortality due to pneumonia in developing countries is attributable mainly to bacterial etiology , IM NCI strategy recommends the use of antibiotics when a child presented with tachypnea as defined previously . AIMS : To re - define or refine tachypnea as a specific indicator of bacterial pneumonia. To identify other clinical predictors for identifying bacteri al pneumonia. DESIGNS : The study was designed to be done in two phases . In the first phase it is to be carried out as a descriptive study of children presenting with fever and respiratory distress in the OPD to identify the specific markers for bacterial p neumonia. In the second phase presenting clinical features in children with radiological pneumonia will be analysed to validate the findings from Phase I. MATERIALS AND METHODS : This was a hospital based study and was conducted in Sri Manakula V inayagar Me dical College and Hospital , Puducherry . The study included 100 Children in the age group 6 months to 5 years presenting in the out patients department with fever and respiratory distress Children attending the out - patient department on a fixed day of the w eek (Monday and who come under this study population during the study period were admitted and recruited in the study and informed verbal consent for participation was taken from the parents. Their clinical profiles were recorded as in phase I. All childr en coming under this study population were given antibiotics and supportive treatment. The cases were monitored for any worsening or improvement every 6 th hourly on day 1 and

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

    Science.gov (United States)

    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 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.

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

    Directory of Open Access Journals (Sweden)

    Maria T Moreira

    Full Text Available BACKGROUND: 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. METHODOLOGY: 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. PRINCIPAL FINDINGS: 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. CONCLUSIONS: We found no evidence for the effectiveness of PNF for the prevention of alcohol misuse and alcohol-related problems in a UK student population. REGISTRATION: Controlled-Trials.com ISRCTN30784467.

  4. Central gas entropy excess as direct evidence for AGN feedback in galaxy groups and clusters

    Institute of Scientific and Technical Information of China (English)

    Yu Wang; Hai-Guang Xu; Jun-Hua Gu; Li-Yi Gu; Jing-Ying Wang; Zhong-Li Zhang

    2010-01-01

    By analyzing Chandra X-ray data of a sample of 21 galaxy groups and 19galaxy clusters,we find that in 31 sample systems there exists a significant central(R ≤10h-171 kpc)gas entropy excess(△K0),which corresponds to(=)0.1-0.5 keV per gas particle,beyond the power-law model that best fits the radial entropy profile of the outer regions.We also find a distinct correlation between the central entropy excess△K0 and K-band luminosity LK of the central dominating galaxies(CDGs),which is scaled as △K0 ∝ L1.6±0.4K,where LK is tightly associated with the mass of the supermassive black hole hosted in the CDG.In fact,if an effective mass-to-energy conversion-efficiency of 0.02 is assumed for the accretion process,the cumulative AGN feedback EAGNfeedback(=)ηMBHC2 yields an extra heating of(=)0.5-17.0keV per particle,which feedback is sufficient to explain the central entropy excess.In most cases,the AGN contribution can compensate the radiative loss of the X-ray gas within the cooling radius((=)0.002-2.2 keV per particle),and apparently exceeds the energy required to cause the scaling relations to deviate from the self-similar predictions((=)0.2-1.0 keV per particle).In contrast to the AGN feedback,the extra heating provided by supernova explosions accounts for(=)0.01-0.08 keV per particle in groups and is almost negligible in clusters.Therefore,the observed correlation between ΔK0 and LK can be considered as direct evidence for AGN feedback in galaxy groups and clusters.

  5. 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...

  6. Output Feedback Control for Couple-Group Consensus of Multiagent Systems

    Directory of Open Access Journals (Sweden)

    Huanyu Zhao

    2014-01-01

    Full Text Available This paper deals with the couple-group consensus problem for multiagent systems via output feedback control. Both continuous- and discrete-time cases are considered. The consensus problems are converted into the stability problem of the error systems by the system transformation. We obtain two necessary and sufficient conditions of couple-group consensus in different forms for each case. Two different algorithms are used to design the control gains for continuous- and discrete-time case, respectively. Finally, simulation examples are given to show the effectiveness of the proposed results.

  7. Understanding EFL Students' Participation in Group Peer Feedback of L2 Writing: A Case Study from an Activity Theory Perspective

    Science.gov (United States)

    Yu, Shulin; Lee, Icy

    2015-01-01

    While the last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing, research about students' motives for participating in group peer feedback has remained underexplored. In order to fill this important gap, this case study, guided by the constructs of activity and motive…

  8. A statistical analysis of the Two Dimensional XMM-Newton Group Survey: The impact of feedback on group properties

    CERN Document Server

    Johnson, Ria; Finoguenov, Alexis

    2009-01-01

    (abridged) We present a statistical analysis of 28 nearby galaxy groups from the Two-Dimensional XMM-Newton Group Survey (2dXGS). We focus on entropy and the role of feedback, dividing the sample into cool core (CC) and non cool core (NCC) systems, the first time the latter have been studied in detail in the group regime. The coolest groups have steeper entropy profiles than the warmest systems, and NCC groups have higher central entropy and exhibit more scatter than their CC counterparts. We compare the entropy distribution of the gas in each system to the expected theoretical distribution ignoring non-gravitational processes. In all cases, the observed maximum entropy far exceeds that expected theoretically, and simple models for modifications of the theoretical entropy distribution perform poorly. Applying initial pre-heating, followed by radiative cooling, generally fails to match the low entropy behaviour, and only performs well when the difference between the maximum entropy of the observed and theoreti...

  9. Supervisor Feedback.

    Science.gov (United States)

    Hayman, Marilyn J.

    1981-01-01

    Investigated the effectiveness of supervisor feedback in contributing to learning counseling skills. Counselor trainees (N=64) were assigned to supervisor feedback, no supervisor feedback, or control groups for three training sessions. Results indicated counseling skills were learned best by students with no supervisor feedback but self and peer…

  10. Feedbacks from Focus Group Meeting on Training and Implementation of Building Energy Codes in China

    Energy Technology Data Exchange (ETDEWEB)

    Shui, Bin; Lin , Haiyan; Song, Bo; Halverson, Mark A.; Evans, Meredydd; Zhu, Xiaojiao

    2011-01-01

    A focus group meeting is a very effective quality research approach to collect information on a specific project. Through focus group meetings at both Changchun and Ningbo in August 2010, the project team gained a more complete understandings of key stakeholders (such as their education level), their training needs and expectations, key factors influencing their decision making, and incurred implementation difficulties. In addition, the meeting helped the project team (especially PNNL) improve its understanding of the implementation status of building energy codes in other regions (such as small cities and counties neighboring to urban areas, small townships and rural areas distant from urban areas). The collected feedbacks will serve as important input not only for better design of training materials and the development of an on-line training website, but also for development of follow-up projects to promote building energy codes in China.

  11. The Additive Impact of Group and Individual Publicly Displayed Feedback: Examining Individual Response Patterns and Response Generalization in a Safe-Driving Occupational Intervention

    Science.gov (United States)

    Ludwig, Timothy D.; Geller, E. Scott; Clarke, Steven W.

    2010-01-01

    Additive effects of publicly posting individual feedback following group goal-setting and feedback were evaluated. The turn-signal use of pizza deliverers was studied in a multiple baseline design across two pizza stores. After baseline observations, pizza deliverers voted on a group turn-signal goal and then received 4 weeks of group feedback on…

  12. AGN Feedback in Galaxy Groups: the Delicate Touch of Self-Regulated Outflows

    CERN Document Server

    Gaspari, M; D'Ercole, A; Melioli, C

    2011-01-01

    AGN heating, through massive subrelativistic outflows, might be the key to solve the long-lasting `cooling flow problem' in cosmological systems. In a previous paper, we showed that cold accretion feedback and, to a lesser degree, Bondi self-regulated models are in fact able to quench cooling rates for several Gyr, at the same time preserving the mainc ool core features, like observed density and temperature profiles. Is it true also for lighter systems, such as galaxy groups? The answer is globally yes, although with remarkable differences. Adopting a modified version of the AMR code FLASH 3.2, we found that successful 3D simulations with cold and Bondi models are almost convergent in the galaxy group environment, with mechanical efficiencies in the range 5.e-4 - 1.e-3 and 5.e-2 - 1.e-1, respectively. The evolutionary storyline of galaxy groups is dominated by a quasi-continuous gentle injection with sub-Eddington outflows (with mechanical power and velocity around 1.e44 erg/s and 1.e4 km/s). The cold and hy...

  13. Group Contingencies, Randomization of Reinforcers, and Criteria for Reinforcement, Self-Monitoring, and Peer Feedback on Reducing Inappropriate Classroom Behavior

    Science.gov (United States)

    Coogan, Brenda Anne; Kehle, Thomas J.; Bray, Melissa A.; Chafouleas, Sandra M.

    2007-01-01

    Considerable research has demonstrated the effectiveness of interdependent and unknown dependent group contingencies on reducing inappropriate classroom behavior. Several investigators have focused on the addition of self-monitoring and peer feedback to these interdependent and unknown dependent group contingencies in order to further improve…

  14. Self-Other Agreement in Multisource Feedback: The Influence of Doctor and Rater Group Characteristics

    Science.gov (United States)

    Roberts, Martin J.; Campbell, John L.; Richards, Suzanne H.; Wright, Christine

    2013-01-01

    Introduction: Multisource feedback (MSF) ratings provided by patients and colleagues are often poorly correlated with doctors' self-assessments. Doctors' reactions to feedback depend on its agreement with their own perceptions, but factors influencing self-other agreement in doctors' MSF ratings have received little attention. We aimed to identify…

  15. Self-Other Agreement in Multisource Feedback: The Influence of Doctor and Rater Group Characteristics

    Science.gov (United States)

    Roberts, Martin J.; Campbell, John L.; Richards, Suzanne H.; Wright, Christine

    2013-01-01

    Introduction: Multisource feedback (MSF) ratings provided by patients and colleagues are often poorly correlated with doctors' self-assessments. Doctors' reactions to feedback depend on its agreement with their own perceptions, but factors influencing self-other agreement in doctors' MSF ratings have received little attention. We aimed to identify…

  16. Amount and Timing of Group-Based Childcare from Birth and Cognitive Development at 51 Months: A UK Study

    Science.gov (United States)

    Barnes, Jacqueline; Melhuish, Edward C.

    2017-01-01

    This study investigated whether the amount and timing of group-based childcare between birth and 51 months were predictive of cognitive development at 51 months, taking into account other non-parental childcare, demographic characteristics, cognitive development at 18 months, sensitive parenting and a stimulating home environment. Children's…

  17. Using standardized patient with immediate feedback and group discussion to teach interpersonal and communication skills to advanced practice nursing students.

    Science.gov (United States)

    Lin, Esther Ching-Lan; Chen, Shiah-Lian; Chao, Shu-Yuan; Chen, Yueh-Chih

    2013-06-01

    Interpersonal and communication skills (IPCS) are essential for advanced practice nursing (APN) in our increasingly complex healthcare system. The Standardized Patient (SP) is a promising innovative pedagogy in medical and healthcare education; however, its effectiveness for teaching IPCS to graduate nursing students remains unclear. We examined the effectiveness of using SP with SP feedback and group discussion to teach IPCS in graduate nursing education. Randomized-controlled study. First-year APN students in Taiwan. Participants were randomly assigned to the experimental (SP assessments with SP feedback and group discussion) or control (SP assessments only) group. There were two outcome indicators: IPCS and student learning satisfaction (SLS). The IPCS were assessed before and after the study in interviews with the SPs. SLS was measured when the study ended. All participants expressed high SLS (94.44%) and showed significant (p ≤ 0.025) improvements on IPCS total scores, interviewing, and counseling. However, there were no significant differences between groups. Qualitative feedback from encounters with SPs is described. Using SPs to teach IPCS to APN students produced a high SLS. The students learned and significantly improved their IPCS by interviewing SPs, but future studies are needed to confirm the effectiveness of SP feedback and group discussions. Copyright © 2012 Elsevier Ltd. All rights reserved.

  18. Entropy amplification from energy feedback in simulated galaxy groups and clusters

    CERN Document Server

    Borgani, S; Kay, S T; Ponman, T J; Springel, V; Tozzi, P; Voit, G M

    2005-01-01

    We use hydrodynamical simulations of galaxy clusters and groups to study the effect of pre-heating on the entropy structure of the ICM. Our simulations account for non-gravitational heating of the gas either by imposing a minimum entropy floor at redshift z=3, or by considering feedback by galactic winds powered by supernova (SN) energy. In the adiabatic simulations we find that the entropy is increased out to the external regions as a consequence of the transition from clumpy to smooth accretion induced by extra heating. This result is in line with the predictions of the semi-analytical model by Voit et al. However, the introduction of radiative cooling substantially reduces this entropy amplification effect. While galactic winds of increasing strength are effective in regulating star formation, they have a negligible effect on the entropy profile of cluster-sized halos. Only in models where the action of the winds is complemented with diffuse heating corresponding to a pre-collapse entropy do we find a siza...

  19. X-ray Cavities in Galaxy Groups and Clusters: Central Gas Entropy Excess as Direct Evidence for AGN Feedback

    Indian Academy of Sciences (India)

    Yu Wang

    2011-03-01

    Observations of X-ray jets and cavities in clusters of galaxies observed by Chandra are briefly reviewed. A recent study on the excess of central gas entropy, which can be considered as direct evidence for AGN feedback in galaxy groups and clusters is presented. An expanded account of this study has been presented in RAA (Wang et al. 2010).

  20. Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool

    NARCIS (Netherlands)

    Phielix, Chris; Prins, Frans; Kirschner, Paul A.; Erkens, Gijsbert; Jaspers, Jos

    2010-01-01

    Phielix, C., Prins, F. J., Kirschner, P. A., Erkens, G., & Jaspers, J. (2011). Group awareness of social and cognitive performance in a CSCL environment: Effects of a peer feedback and reflection tool. Computers in Human Behavior, 27(3), 1087-1102. doi:10.1016/j.chb.2010.06.024

  1. 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.

  2. 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.

    2014-01-01

    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…

  3. 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.

    2014-01-01

    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…

  4. Disability transitions after 30 months in three community-dwelling diagnostic groups in Spain.

    Directory of Open Access Journals (Sweden)

    Jesús de Pedro-Cuesta

    Full Text Available BACKGROUND: Little is known about changes in disability over time among community-dwelling patients. Accordingly, this study sought to assess medium-term disability transitions. PATIENTS AND METHODS: 300 chronic obstructive pulmonary disease (COPD, chronic heart failure and stroke patients living at home in Madrid were selected from general practitioner lists. In 2009, disability was assessed after a mean of 30 months using the World Health Organisation (WHO Disability Assessment Schedule 2.0 (WHODAS 2.0. Follow-up was completed using death registries. Losses to follow-up were due to: death, 56; institutionalisation, 9; non-location, 18; and non-participation, 17. Changes in WHODAS 2.0 scores and life status were described and analysed using Cox and multinomial regression. Disability at end of follow-up was imputed for 56 deceased and 44 surviving patients. RESULTS: Mean disability scores for 200 surviving patients at end of follow-up were similar to baseline scores for the whole group, higher than their own baseline scores, and rose by 16.3% when imputed values were added. The strongest Cox predictors of death were: age over 84 years, adjusted hazard ratios with 95%CI 8.18 (3.06-21.85; severe/complete vs. no/mild disability, 5.18 (0.68-39.48; and stroke compared to COPD, 1.40 (0.67-2.91. Non-participants and institutionalised patients had higher proportions with severe/complete baseline disability. A one-point change in baseline WHODAS 2.0 score predicted independent increases in risk of 12% (8%-15% for severe/complete disability or death. CONCLUSIONS: A considerably high proportion of community-dwelling patients diagnosed with COPD, CHF and stroke undergo medium-term changes in disability or vital status. The main features of the emerging pattern for this group appear to be as follows: approximately two-thirds of patients continue living at home with moderately reduced functional status; 1/3 die or worsen to severe/complete disability; and 1

  5. Gray Wolf (Canis lupus) dyad monthly association rates by demographic group.

    Science.gov (United States)

    Barber-Meyer, Shannon M.; Mech, L. David

    2015-01-01

    Preliminary data from GPS-collared wolves (Canis lupus) in the Superior National Forest of northeastern Minnesota indicated wolves had low association rates with packmates during summer. However, aerial-telemetry locations of very high frequency (VHF)-radioed wolves in this same area showed high associations among packmates during winter. We analyzed aerial-telemetry-location data from VHF-collared wolves in several packs (n=18 dyads) in this same area from 1994-2012 by month, and found lowest association rates occurred during June. While other studies have found low association among wolf packmates during summer, information on differences in association patterns depending on the wolf associates’ demographics is sparse. During May-July, association rates were greatest for breeding pairs, followed by sibling dyads, and lowest for parent– offspring dyads. Our findings improve our understanding of how individual wolf relationships affect monthly association rates. We highlight some important remaining questions regarding wolf packmate associations.

  6. Corrected Feedback: A Procedure to Enhance Recall of Informed Consent to Research among Substance Abusing Offenders.

    Science.gov (United States)

    Festinger, David S; Dugosh, Karen L; Croft, Jason R; Arabia, Patricia L; Marlowe, Douglas B

    2010-01-01

    This study examined the efficacy of corrected feedback for improving consent recall throughout the course of an ongoing longitudinal study. Participants (N = 135) were randomly assigned to either a corrected feedback or a no-feedback control condition. Participants completed a consent quiz 2-weeks after consenting to the host study and at months 1, 2, and 3. The corrected feedback group received corrections to erroneous responses and the no-feedback control group did not. The feedback group displayed significantly greater recall overall and in specific content areas (i.e., procedures, protections, risks/benefits). Results support the use of corrected feedback for improving consent recall.

  7. Radio galaxy feedback in X-ray selected groups from COSMOS: the effect on the ICM

    CERN Document Server

    Giodini, S; Finoguenov, A; Boehringer, H; Birzan, L; Zamorani, G; Oklopcic, A; Pierini, D; Pratt, G W; Schinnerer, E; Massey, R; Koekemoer, A M; Salvato, M; Sanders, D B; Kartaltepe, J S; Thompson, D

    2010-01-01

    We quantify the importance of the mechanical energy released by radio-galaxies inside galaxy groups. We use scaling relations to estimate the mechanical energy released by 16 radio-AGN located inside X-ray detected galaxy groups in the COSMOS field. By comparing this energy output to the host groups' gravitational binding energy, we find that radio galaxies produce sufficient energy to unbind a significant fraction of the intra-group medium. This unbinding effect is negligible in massive galaxy clusters with deeper potential wells. Our results correctly reproduce the breaking of self-similarity observed in the scaling relation between entropy and temperature for galaxy groups.

  8. Effect of verapamil on arrhythmias and heart rate during 16 months following an acute myocardial infarction. The Danish Study Group on Verapamil in Myocardial Infarction

    DEFF Research Database (Denmark)

    Vaage-Nilsen, M; Rasmussen, Verner; Hansen, J F;

    1994-01-01

    increase of average ventricular premature complexes (VPC) per hour from before to 1 month (p = 0.0007) and 16 months (p = 0.02) after was demonstrated in the placebo group, and from before to 1 months (p = 0.01) after in the verapamil group. Average VPC/hr did not change from 1 to 16 months of treatment...

  9. Exploring the trustworthiness and reliability of focus groups for obtaining useful feedback for evaluation of academic programs.

    Science.gov (United States)

    Rauf, Ayesha; Baig, Lubna; Jaffery, Tara; Shafi, Riffat

    2014-01-01

    At Shifa College of Medicine, evaluation is an integral part of the curriculum. We used focus groups as a tool to obtain in-depth information regarding students' experience with the new integrated, system- based curriculum. The purpose of this study was to explore the usefulness of focus groups in identifying important issues for curriculum improvement and to explore the trustworthiness and representativeness of data obtained through this strategy. In 2012, we used focus groups to seek feedback from students regarding their experience with the integrated curriculum. One course of each of the three preclinical years was selected for this purpose. Three parallel focus groups were conducted for each selected course. Each focus group was audio recorded, and the moderator and a volunteer student took additional notes during the session. The audio recordings were transcribed and data obtained from the three sources were analyzed, coded, and categorized independently by three investigators. Both manifest and latent themes were identified, using an inductive approach. Final agreement on themes was reached by comparison of the independently done thematic analysis by the three researchers. Reliability of data was established by comparing responses from the three parallel focus groups of each course. Trustworthiness of inferences was ensured by multiple coding, audit trail and member checking with focus group participants who reviewed the themes for validity. Most of the data on students' perceptions of their courses from each of the parallel groups were in agreement: Similar themes were seen within groups of the same class as well as across the three preclinical years. Focus groups can be a useful tool for collecting trustworthy and reliable information through a process that promotes interaction among student participants. They can support quantitative data from students and be used to support curriculum reform.

  10. The Lifetime of FRIIs in Groups and Clusters: Implications for Radio-Mode Feedback

    CERN Document Server

    Bird, Jonathan C; Kaiser, Christian R

    2007-01-01

    We determine the maximum lifetime t_max of 58 FRII radio jets found in 29 central group galaxies from cross correlation of the Berlind SDSS group catalog with the VLA FIRST survey. Mock catalogs of FRII sources were produced to match the selection criteria of FIRST and the redshift distribution of our parent sample, while an analytical model was used to calculate source sizes and luminosities. The maximum lifetime of FRII jets was then determined via a comparison of the observed and model projected length distributions. We estimate the average FRII lifetime is 1.2x10^7 years and the duty cycle is ~7x10^8 years. Degeneracies between t_max and the model parameters: jet power distribution, axial ratio, energy injection index, and ambient density introduce at most a factor of two uncertainty in our lifetime estimate. The radio active galactic nuclei (AGN) fraction in central group galaxies was calculated as a function of several group and host galaxy properties. We find greater group galaxy number, redder central...

  11. Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes.

    Science.gov (United States)

    Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica

    2014-07-01

    Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Analysis of Feedback Processes in Online Group Interaction: A Methodological Model

    Science.gov (United States)

    Espasa, Anna; Guasch, Teresa; Alvarez, Ibis M.

    2013-01-01

    The aim of this article is to present a methodological model to analyze students' group interaction to improve their essays in online learning environments, based on asynchronous and written communication. In these environments teacher and student scaffolds for discussion are essential to promote interaction. One of these scaffolds can be the…

  13. 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

    DEFF Research Database (Denmark)

    Malling, Bente Vigh; Mortensen, Lene; Bonderup, Thomas

    2009-01-01

    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...

  14. 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…

  15. 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…

  16. 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.

  17. 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…

  18. Effectiveness of group acceptance and commitment therapy for fibromyalgia: a 6-month randomized controlled trial (EFFIGACT study).

    Science.gov (United States)

    Luciano, Juan V; Guallar, José A; Aguado, Jaume; López-Del-Hoyo, Yolanda; Olivan, Bárbara; Magallón, Rosa; Alda, Marta; Serrano-Blanco, Antoni; Gili, Margalida; Garcia-Campayo, Javier

    2014-04-01

    In the last decade, there has been burgeoning interest in the effectiveness of third-generation psychological therapies for managing fibromyalgia (FM) symptoms. The present study examined the effectiveness of acceptance and commitment therapy (ACT) on functional status as well as the role of pain acceptance as a mediator of treatment outcomes in FM patients. A total of 156 patients with FM were enrolled at primary health care centers in Zaragoza, Spain. The patients were randomly assigned to a group-based form of ACT (GACT), recommended pharmacological treatment (RPT; pregabalin + duloxetine), or wait list (WL). The primary end point was functional status (measured with the Fibromyalgia Impact Questionnaire, FIQ). Secondary end points included pain catastrophizing, pain acceptance, pain, anxiety, depression, and health-related quality of life. The differences between groups were calculated by linear mixed-effects (intention-to-treat approach) and mediational models through path analyses. Overall, GACT was statistically superior to both RPT and WL immediately after treatment, and improvements were maintained at 6months with medium effect sizes in most cases. Immediately after treatment, the number needed to treat for 20% improvement compared to RPT was 2 (95% confidence interval 1.2-2.0), for 50% improvement 46, and for achieving a status of no worse than mild impaired function (FIQ total score acceptance only mediated the relationship between study condition and health-related quality of life. These findings are discussed in relation to previous psychological research on FM treatment. Copyright © 2013 International Association for the Study of Pain. Published by Elsevier B.V. All rights reserved.

  19. Cobalamin and folate deficiencies among children in the age group of 12-59 months in India

    Directory of Open Access Journals (Sweden)

    Umesh Kapil

    2015-04-01

    Full Text Available Background: Anemia is a major public health problem among children under 5 years of age in India. Cobalamin and folate deficiencies play an important role in the etiology of anemia. This study was done to assess the prevalence of cobalamin and folate deficiencies among children in the age group of 12-59 months. Methods: A community-based cross-sectional study was conducted. A total of 470 children were included. Non-fasting venous blood samples were collected from each child for the estimation of serum cobalamin and folate levels. Pattern of dietary consumption of the each child was assessed with the help of the food frequency questionnaire (FFQ method. Results: The median levels (interquartile range of serum cobalamin (n = 469 and folate (n = 416 were found to be 275 (202-427 pg/ml and 3.02 (2.02-4.94 ng/ml, respectively. The overall prevalence of cobalamin and folate deficiencies was found to be 180/469 [38.4%; 95% Confidence Interval (CI: 34.1-42.8%] and 263/416 (63.2%; 95% CI: 58.5-67.7%, respectively. Conclusions: A high prevalence of cobalamin and folate deficiencies was found in children under 5 years of age.

  20. The Reliability of Multisource Feedback in Competency-Based Assessment Programs: The Effects of Multiple Occasions and Assessor Groups

    NARCIS (Netherlands)

    Moonen-van Loon, J.M.; Overeem, K.; Govaerts, M.J.; Verhoeven, B.H.; Vleuten, C.P.M. van der; Driessen, E.W.

    2015-01-01

    PURPOSE: Residency programs around the world use multisource feedback (MSF) to evaluate learners' performance. Studies of the reliability of MSF show mixed results. This study aimed to identify the reliability of MSF as practiced across occasions with varying numbers of assessors from different prof

  1. Business Activity Monitoring: Real-Time Group Goals and Feedback Using an Overhead Scoreboard in a Distribution Center

    Science.gov (United States)

    Goomas, David T.; Smith, Stuart M.; Ludwig, Timothy D.

    2011-01-01

    Companies operating large industrial settings often find delivering timely and accurate feedback to employees to be one of the toughest challenges they face in implementing performance management programs. In this report, an overhead scoreboard at a retailer's distribution center informed teams of order selectors as to how many tasks were…

  2. Treatment of Childhood Migraine Using Autogenic Feedback Training.

    Science.gov (United States)

    Labbe, Elise L.

    1984-01-01

    Compared autogenic feedback training with a waiting-list control group as a treatment for children (N=28) with migraine headaches. Children in the treatment condition were significantly improved at the end of treatment and at one-month and six-month follow-up. No improvement was found for the children in the control condition. (BH)

  3. 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

    2014-01-01

    Background 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. Objective 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. Methods 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. Results 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

  4. Experience feedback on the hydraulic unit swiveling provisions; Retour d`experience sur la pivoterie des groupes hydrauliques

    Energy Technology Data Exchange (ETDEWEB)

    Vialettes, J.M.; Claveirolle, P.; Francois, E.

    1997-01-01

    EDF`s 1300 hydraulic machines are highly diverse, ranging from 100 kW to 300 MW, and have been built over a period of almost one century; this diversity can also be found in the swiveling technologies that have been used, and many ancient designs still exist. The most frequently found swivel and bearing types are described, emphasizing their respective weaknesses; their protection systems (level, temperature, vibration control) and start-up and shutdown adapted procedures, are also presented. A feedback experience and analysis of significant incidents are presented, and the main causes of seizure are discussed. The various control methods concerning hydraulic circuits, bearing surfaces, edge and babbitt adhesion, are reviewed and control criterions for pad lining processes are presented

  5. Weight Loss Maintenance for 2 Years after a 6-Month Randomised Controlled Trial Comparing Education-Only and Group-Based Support in Japanese Adults

    Directory of Open Access Journals (Sweden)

    Yoshio Nakata

    2014-11-01

    Full Text Available Objective: Our previous study, a 6-month randomised controlled trial, demonstrated that a group-based support promoted weight loss as compared to an education-only intervention. The purpose of this study was to examine weight loss maintenance for 2 years. Methods: Originally, 188 overweight Japanese adults, aged 40-65 years, were randomly assigned to 3 groups: control, education-only or group-based support. After the 6-month intervention, 125 participants in the education-only and the group-based support groups were followed up for 2 years. The primary outcome was the amount of weight lost. The participants were retrospectively grouped into quartiles of percent weight loss for secondary analyses. Results: At the end of follow-up, the amount of weight lost in the education-only and the group-based support groups was the same (3.3 kg. Secondary analyses using data of those who completed the study (n = 100 revealed that the participants in the highest quartile of percent weight loss significantly increased their step counts and moderate-to-vigorous physical activity compared with the lowest quartile. No significant differences were observed in the energy intake among the four groups. Conclusion: The effects of group-based support disappear within 2 years. Increasing physical activity may be a crucial factor for successful maintenance of weight loss.

  6. Game-Based Cognitive-Behavioral Therapy (GB-CBT) Group Program for Children Who Have Experienced Sexual Abuse: A Three-Month Follow-Up Investigation

    Science.gov (United States)

    Springer, Craig; Misurell, Justin R.; Hiller, Atara

    2012-01-01

    This study examined the efficacy of a game-based cognitive-behavioral group therapy program for addressing problems typically found among elementary school-aged victims of child sexual abuse immediately after treatment and at three months following treatment. It was hypothesized that positive gains would be observed among the following domains:…

  7. Game-Based Cognitive-Behavioral Therapy (GB-CBT) Group Program for Children Who Have Experienced Sexual Abuse: A Three-Month Follow-Up Investigation

    Science.gov (United States)

    Springer, Craig; Misurell, Justin R.; Hiller, Atara

    2012-01-01

    This study examined the efficacy of a game-based cognitive-behavioral group therapy program for addressing problems typically found among elementary school-aged victims of child sexual abuse immediately after treatment and at three months following treatment. It was hypothesized that positive gains would be observed among the following domains:…

  8. Postpartum Depression Frequency and Quality of Life Among a Group of Mothers Having a Child Aged 2 Weeks-18 Months

    Directory of Open Access Journals (Sweden)

    Elif Durukan

    2011-11-01

    Full Text Available Objective: The aim was to determine the frequency of postpartum depression (PPD, its correlates and the effect on the quality of life.Material and Methods: This study was conducted among 708 mothers having a child aged 2 weeks-18 months. A questionnaire on descriptive features and PPD risk factors; Edinburgh Postpartum Depression Scale and WHOQOL-BREF quality of life scale were used for the data collection. Results: The rate of PPD frequency was 15%. The gestational age, mental problems and anxiety during pregnancy, emotional changes in the premenstrual period, past depression/PPD history, depression/PPD history in the family, satisfaction with the marriage, thinking that the baby affected the marriage adversely were the factors related with PPD. The quality of life was lower in women with PPD than those without PPD.Conclusion: The frequency of PPD is quite high and PPD is decreasing the quality of life of the mother.

  9. Exploring the trustworthiness and reliability of focus groups for obtaining useful feedback for evaluation of academic programs

    National Research Council Canada - National Science Library

    Rauf, Ayesha; Baig, Lubna; Jaffery, Tara; Shafi, Riffat

    2014-01-01

    At Shifa College of Medicine, evaluation is an integral part of the curriculum. We used focus groups as a tool to obtain in-depth information regarding students' experience with the new integrated, system- based curriculum...

  10. Effective components of feedback from Routine Outcome Monitoring (ROM) in youth mental health care: Study protocol of a three-arm parallel-group randomized controlled trial

    NARCIS (Netherlands)

    Sonsbeek, A.M.S. van; Hutschemaekers, G.J.M.; Veerman, J.W.; Tiemens, B.G.

    2014-01-01

    Background: Routine Outcome Monitoring refers to regular measurements of clients' progress in clinical practice, aiming to evaluate and, if necessary, adapt treatment. Clients fill out questionnaires and clinicians receive feedback about the results. Studies concerning feedback in youth mental

  11. Evaluation of factors influencing on non-exclusive breast feeding during the first six months of life in Bushehr Port using focus group discussion

    Directory of Open Access Journals (Sweden)

    Sherafat Akaberian

    2004-02-01

    Full Text Available Non-exclusive breast feeding in the early years of life is one of the most important factors in growth and development of infants. Therefore, exclusive breast feeding is recommended during the first six months of life. For determining the effective factors of non-exclusive breast feeding during the first six months of life, we used focus group discussion by participation of 60 mothers who had an infant under 6 months age and enjoyed non-exclusive breast feeding. Mothers divided into eight groups considering their occupation and number of child. All groups reported scanty of mother’s milk, mother’s occupation, mother’s illness, mother’s comfort, wrong beliefs, infant’s illness, doctors and health care providers recommendations, infant’s dependency to feeding bottle and pacifiers as the most frequent factors in using nonexclusive breast feeding. All mothers believed that health care centers, relatives and older members of family, books and pamphlets, mass media, physicians were their effective sources of awareness and promotion of exclusive breast feeding. Considering the presented ideas in all groups, it is realized that mothers during their pregnancy have sparse information about exclusive breast feeding and because of lack of enough essential training, some socio – cultural beliefs affects non-exclusive breast feeding. Mass media and especial training programs should be implemented to promote exclusive breast feeding in Bushehr Port.

  12. Detecting concealed information from groups using a dynamic questioning approach: simultaneous skin conductance measurement and immediate feedback

    Directory of Open Access Journals (Sweden)

    Ewout H Meijer

    2013-02-01

    Full Text Available Lie detection procedures typically aim at determining the guilt or innocence of a single suspect. The Concealed Information Test (CIT, for example, has been shown to be highly successful in detecting the presence or absence of crime-related information in a suspect’s memory. Many of today’s security threats, however, do not come from individuals, but from organized groups such as criminal organizations or terrorist networks. In this study, we tested whether a plan of an upcoming mock terrorist attack could be extracted from a group of suspects using a dynamic questioning approach. One-hundred participants were tested in 20 groups of 5. Each group was asked to plan a mock terrorist attack based on a list of potential countries, cities and streets. Next, three questions referring to the country, city, and street were presented, each with 5 options. Skin conductance in all 5 members of the group was measured simultaneously during this presentation. The dynamic questioning approach entailed direct analysis of the data, and if the average skin conductance of the group to a certain option exceeded a threshold, this option was followed up. E.g., if the reaction to the option ‘Italy’ exceeded the threshold, this was followed up by presenting 5 cities in Italy. Results showed that in 19 of the 20 groups the country was correctly detected using this procedure. In 13 of these remaining 19 groups the city was correctly detected. In 7 of these 13, the street was also correctly detected. The question about the country resulted in no false positives (out of 20, the question about the city resulted in 2 false positives (out of 19, while the question about the streets resulted in 2 false positives (out of 13. Furthermore, the 2 false positives at the city level also yielded a false positive at the street level. Taken together these results indicate our dynamic questioning approach can help to unveil plans about a mock terrorist attack.

  13. 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.

  14. A Very Deep Chandra Observation of the Galaxy Group NGC 5813: AGN Shocks, Feedback, and Outburst History

    CERN Document Server

    Randall, S W; Jones, C; Forman, W R; Bulbul, E; Clarke, T E; Kraft, R; Blanton, E L; David, L; Werner, N; Sun, M; Donahue, M; Giacintucci, S; Simionescu, A

    2015-01-01

    We present results from a very deep (650 ks) Chandra X-ray observation of the galaxy group NGC~5813, the deepest Chandra observation of a galaxy group to date. Earlier observations showed two pairs of cavities distributed roughly collinearly, with each pair associated with an elliptical shock front. The new observations confirm a third pair of outer cavities, collinear with the other pairs, and reveal an associated outer outburst shock at ~30 kpc. This system is therefore unique in exhibiting three cavity pairs, each associated with an unambiguous AGN outburst shock front. The implied mean kinetic power is roughly the same for each outburst, demonstrating that the average AGN kinetic luminosity can remain stable over long timescales (~50 Myr). The two older outbursts have larger, roughly equal total energies as compared with the youngest outburst, implying that the youngest outburst is ongoing. We find that the radiative cooling rate and the mean shock heating rate of the gas are well balanced at each shock f...

  15. Closure of the abdominal wall at the umbilicus and the development of umbilical hernias in a group of foals from birth to 11 months of age.

    Science.gov (United States)

    Enzerink, E; van Weeren, P R; van der Velden, M A

    2000-07-08

    The closure of the body wall defect at the umbilicus was studied in relation to the development of umbilical hernias in a group of 44 normal foals, 25 of which were followed from birth until five months of age, and 19 from birth until 11 months of age. At birth, 19 of the foals had a defect in the body wall at the umbilicus that was termed a 'palpable umbilical ring'. In 18 of them this defect disappeared within four days, but in the other the ring did not close and a hernial sac with abdominal contents was palpable. This foal was considered to be the only foal to have a truly congenital umbilical hernia. Twelve foals developed an umbilical hernia between five and eight weeks of age. The prevalence of umbilical hernias was much higher than in other studies, possibly owing to the prospective nature of the study.

  16. A randomized, controlled trial of group cognitive-behavioral therapy for compulsive buying disorder: posttreatment and 6-month follow-up results.

    Science.gov (United States)

    Mueller, Astrid; Mueller, Ulrike; Silbermann, Andrea; Reinecker, Hans; Bleich, Stefan; Mitchell, James E; de Zwaan, Martina

    2008-07-01

    The purpose of this study was to conduct a randomized trial comparing the efficacy of a group cognitive-behavioral therapy (CBT) intervention designed for the treatment of compulsive buying disorder to a waiting list control (WLC) group. Thirty-one patients with compulsive buying problems according to the criteria developed by McElroy et al. were assigned to receive active treatment (12 weekly sessions and 6-month follow-up) and 29 to the WLC group. The treatment was specifically aimed at interrupting and controlling the problematic buying behavior, establishing healthy purchasing patterns, restructuring maladaptive thoughts and negative feelings associated with shopping and buying, and developing healthy coping skills. Primary outcome measures were the Compulsive Buying Scale (CBS), the Yale-Brown Obsessive Compulsive Scale-Shopping Version (YBOCS-SV), and the German Compulsive Buying Scale (G-CBS). Secondary outcome measures were the Symptom Checklist-90-Revised (SCL-90-R), the Barratt Impulsiveness Scale (BIS-11), and the Saving Inventory-Revised (SI-R). The study was completed between November 2003 and May 2007 at the University Hospital of Erlangen, Bavaria, Germany. Multivariate analysis revealed significant differences between the CBT and the WLC groups on the primary outcome variables (outcome-by-time-by-group effect, Pillai's trace, F = 6.960, df = 1, p = .002). The improvement was maintained during the 6-month follow-up. The treatment did not affect other psychopathology, e.g., compulsive hoarding, impulsivity, or SCL-90-R scores. We found that lower numbers of visited group therapy sessions and higher pretreatment hoarding traits as measured with the SI-R total score were significant predictors for nonresponse. The results suggest that a disorder-specific cognitive-behavioral intervention can significantly impact compulsive buying behavior.

  17. Predictors of engagement in the Alcoholics Anonymous group or to psychotherapy among Brazilian alcoholics : a six-month follow-up study.

    Science.gov (United States)

    Terra, Mauro Barbosa; Barros, Helena Maria Tannhauser; Stein, Airton Tetelbom; Figueira, Ivan; Athayde, Luciana Dias; Palermo, Luiz Henrique; Tergolina, Letícia Piccoli; Rovani, Joana Stela; da Silveira, Dartiu Xavier

    2007-06-01

    To ascertain factors associated with engagement of patients with alcohol dependence in Alcoholics Anonymous (AA) groups and psychotherapy. About 300 hospitalized alcoholics were interviewed at hospitalization and again 3 and 6 months thereafter. Assessment included the administration of standardized instruments. Determinants of engagement in both interventions were assessed through logistic regression analysis. Higher educational level was predictive of engagement in AA after 6 months (OR = 2.19; CI 1.08-4.41). Engagement in psychotherapy after 6 months was related to having a university degree (OR = 3.60; CI 1.6-7.9), to a co-morbid depressive disorder (OR = 3.47; CI 1.8-6.5), to the use of other drugs together with alcohol (OR = 3.08; CI 1.5-6.19), to previous treatment (OR = 2.87; CI 1.29-6.40), and to having a high school degree (OR = 2.44; CI 1.24-4.80). The presence of substance-induced anxiety disorder was associated with non-engagement in psychotherapy (OR = 0.27; CI 0.63-0.003). The identification of predictors of engagement is important to guide clinicians in the choice of the treatment strategies that are more likely to be successful.

  18. Feedback on household electricity consumption

    DEFF Research Database (Denmark)

    Grønhøj, Alice; Thøgersen, John

    2011-01-01

    consumption, we evaluate the effects of giving households detailed feedback about their electricity consumption on a small liquid crystal display (LCD) screen. Twenty Danish households participated in the study over a 5-month period. A new feedback system was developed in a user-involved innovation process...

  19. Conversation therapy with people with aphasia and conversation partners using video feedback: a group and case series investigation of changes in interaction.

    Directory of Open Access Journals (Sweden)

    Wendy Best

    2016-11-01

    Full Text Available Conversation therapies employing video for feedback and to facilitate outcome measurement are increasingly used with people with post-stroke aphasia and their conversation partners; however the evidence base for change in everyday interaction remains limited. We investigated the effect of Better Conversations with Aphasia, an intervention that is freely available online (https:// extend.ucl.ac.uk/. Eight people with chronic agrammatic aphasia, and their regular conversation partners participated in the tailored 8 week program involving significant video feedback. We explored changes in (i conversation facilitators (such as multi-modal turns by people with aphasia and (ii conversation barriers (such as use of test questions by conversation partners. The outcome of intervention was evaluated directly by measuring change in video-recorded everyday conversations. The study employed a pre-post design with multiple 5 minute samples of conversation before and after intervention, scored by trained raters blind to the point of data collection. Group level analysis showed no significant increase in conversation facilitators. There was, however, a significant reduction in the number of conversation barriers. The case series data revealed variability in conversation behaviors across occasions for the same dyad and between different dyads. Specifically, post-intervention there was a significant increase in facilitator behaviors for two dyads, a decrease for one and no significant change for five dyads. There was a significant decrease in barrier behaviors for five dyads and no significant change for three dyads. The reduction in barrier behaviors was considerable; on average change from over 8 to fewer than 3 barrier behaviors in 5 minutes conversation. The pre-post design has the limitation of no comparison group. However, change occurs in targeted conversational behaviors and in people with chronic aphasia and their partners. The findings suggest change

  20. Formativ Feedback

    DEFF Research Database (Denmark)

    Hyldahl, Kirsten Kofod

    Denne bog undersøger, hvordan lærere kan anvende feedback til at forbedre undervisningen i klasselokalet. I denne sammenhæng har John Hattie, professor ved Melbourne Universitet, udviklet en model for feedback, hvilken er baseret på synteser af meta-analyser. I 2009 udgav han bogen "Visible...

  1. Resource-enhancing group intervention against depression at workplace: who benefits? A randomised controlled study with a 7-month follow-up.

    Science.gov (United States)

    Ahola, Kirsi; Vuori, Jukka; Toppinen-Tanner, Salla; Mutanen, Pertti; Honkonen, Teija

    2012-12-01

    The aim of the present study was to investigate whether participation in a structured resource-enhancing group intervention at work would act as primary prevention against depression. The authors analysed whether the intervention resulted in universal, selected or indicated prevention. A total of 566 persons participated in a prospective, within-organisation, randomly assigned field experimental study, which consisted of 34 workshops in 17 organisations. The participants filled in a questionnaire, were randomly assigned to either intervention (n=296) or comparison (n=324) groups and returned another questionnaire 7 months later. The intervention, lasting four half-day sessions, was delivered by trainers from occupational health services and human resources. The aim of the structured programme was to enhance participants' career management preparedness by strengthening self-efficacy and inoculation against setbacks. The comparison group received a literature package. The authors measured depressive symptoms using the short version of the Beck Depression Inventory. A high number of depressive symptoms (over 9 points) were used as a proxy for depression. At follow-up, the odds of depression were lower in the intervention group (OR=0.40, 95% CI 0.19 to 0.85) than in the comparison group when adjusted for baseline depressive symptoms, job strain and socio-demographics. In addition, the odds of depression among those with job strain (OR=0.15, 95% CI 0.03-0.81) at baseline were lower after the intervention. The intervention had no statistically significant effect on those with depressive symptoms (over 4 points) at baseline. The resource-enhancing group intervention appeared to be successful as universal and selective prevention of potential depression.

  2. 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

    DEFF Research Database (Denmark)

    Malling, Bente Vigh; Mortensen, Lene; Bonderup, Thomas

    2009-01-01

    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...... 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...

  3. Frame-based stereotactic deep brain stimulation for Parkinson′s disease: 12 months outcomes for patients in cross hair versus non-cross hair application groups

    Directory of Open Access Journals (Sweden)

    Tung-Han Tsai

    2014-01-01

    Full Text Available Background: Because deep brain stimulation (DBS implantations and other stereotactic and functional surgical procedures require accurate, precise, and safe targeting of the brain structure, the technical aids for preoperative planning, intervention, and postoperative follow-up have become increasingly important. In this paper, we compare the outcomes of advanced Parkinson′s disease (PD patients at our center who received frame-based DBS surgery involving the use of a cross hair with those for patients who received the surgery without the application of the cross hair. A preliminary outcomes analysis is also provided. Methods and Techniques: Seventeen patients (10 male and 7 female; mean age: 64.8 ± 9.0 years with advanced PD underwent frame-based DBS surgery, 8 with noncross hair and 9 with cross hair frame-based stereotaxy. After identifying the coordinates of the subthalamic nuclei, the DBS electrodes were implanted with or without crosshair application and connected to an implanted programmable generator in all patients. Programming started 1 month after the operation, and the patients were followed-upon regularly for at least 6 months. Results: After 12 months of follow-up, the patients who received DBS surgery showed improvements in clinical outcome, especially those in the frame-based cross hair group, which resulted in a significantly higher degree of improvement in both the "On" and "Off" states of the postoperative state (cross hair Unified PD Rating Scale [UPDRS] in the "Off" state : p0 reoperative: 82.3 ± 15.4 vs. postoperative: 37.9 ± 9.4; P 0.05, paired t-test. Conclusion: Targeting accuracy can be increased by detailed preoperative planning and good facilitating equipment. Crosshair application with a frame-based system provides higher accuracy in the postoperative lead position survey and target deviation measurements compared with the preoperative planning image. Furthermore, the outcomes of the DBS group with cross hair

  4. Plant–soil feedbacks

    NARCIS (Netherlands)

    Cortois, Roeland; Schröder-Georgi, Thomas; Weigelt, Alexandra; Putten, van der Wim H.; Deyn, De Gerlinde B.

    2016-01-01

    1. 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.
    2. To test how plant functional groups (FGs: graminoids, small herbs, tall herbs, legumes) and plant traits relate to PSF,

  5. Impact of isolated clinical performance feedback on clinical productivity of an academic surgical faculty.

    Science.gov (United States)

    Paxton, E Scott; Hamilton, Barton H; Boyd, Vivian R; Hall, Bruce L

    2006-05-01

    There is increasing financial pressure to maximize clinical productivity for academic physicians. We examined whether clinical performance feedback alone could contribute to improving the clinical productivity of surgeons in an academic department of surgery. We implemented a clinical performance feedback program in January 2003. We then compared clinical productivity in terms of relative value units (RVUs) of surgeons for 18 months before and 18 months after this intervention, using each surgeon as his or her own control. Regression was performed with dependent variable ln (monthly RVUs) and independent variables "calendar month," "pre/post" January 2003, and "surgeon." The coefficient on "pre/post" reflected average change in RVUs. We also surveyed faculty on their use of and attitudes toward this feedback. There was a 58% survey response. Ninety-two percent of responding faculty reported that they viewed and used the performance feedback, and that it affected their practice. Ninety-two percent believed the information accurately reflected their performance, 89% thought that the comparisons were useful, and 79% desired more feedback information, specifically, comparisons with external benchmarks. When RVU data were examined, the coefficient on change pre- and postintervention indicated a 7.4% increase in productivity (p increase (p=0.003) after exclusion of outliers. Performance feedback was associated with a small (6.0%) but significant improvement in productivity in this academic surgical faculty group. Performance feedback can be useful and should be used in conjunction with other management tools for this population.

  6. 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. ...

  7. Effect of Instructor Feedback on Skills Retention After Laparoscopic Simulator Training

    DEFF Research Database (Denmark)

    Bjerrum, Flemming; Maagaard, Mathilde; Sørensen, Jette Led

    2015-01-01

    . Participants were surgical novices (medical students). All participants (n = 99) initially practiced a laparoscopic salpingectomy on the LapSim virtual reality simulator to proficiency. The intervention group could request instructor feedback, whereas the control group could not. After 6 months...

  8. 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.

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

    NARCIS (Netherlands)

    Noordman, J.; Weijden, T. van der; Dulmen, S. van

    2014-01-01

    Aims: 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. Background: Continuing professional education may be

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

    NARCIS (Netherlands)

    Noordman, J.; Weijden, T.T. van der; Dulmen, S. van

    2014-01-01

    AIMS: 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. BACKGROUND: Continuing professional education may be

  11. Maternal Mental Health and Its Association with Infant Growth at 6 Months in Ethnic Groups: Results from the Born-in-Bradford Birth Cohort Study

    OpenAIRE

    Gemma D Traviss; West, Robert M.; House, Allan O

    2012-01-01

    OBJECTIVE: To identify factors associated with infant growth up to 6 months, with a particular focus on maternal distress, and to explore the effect of ethnicity on any relation between maternal distress and infant growth. METHODS: Cohort study recruiting White and Pakistani women in the United Kingdom (UK). Infant growth was measured at birth and 6 months. Standard assessment of mental health (GHQ-28) was undertaken in pregnancy (26-28 weeks gestation) and 6 months postpartum. Modelling incl...

  12. Pharmacokinetic comparison of acetaminophen elixir versus suppositories in vaccinated infants (aged 3 to 36 months): a single-dose, open-label, randomized, parallel-group design.

    Science.gov (United States)

    Walson, Philip D; Halvorsen, Mark; Edge, James; Casavant, Marcel J; Kelley, Michael T

    2013-02-01

    Because of practical problems and ethical concerns, few studies of the pharmacokinetics (PK) of acetaminophen (ACET) in infants have been published. The goal of this study was to compare the PK of an ACET rectal suppository with a commercially available ACET elixir to complete a regulatory obligation to market the suppository. This study was not submitted previously because of numerous obstacles related to both the investigators and the commercial entities associated with the tested product. Thirty infants (age 3-36 months) prescribed ACET for either fever, pain, or postimmunization prophylaxis of fever and discomfort were randomized to receive a single 10- to 15-mg/kg ACET dose either as the rectal suppository or oral elixir. Blood was collected at selected times for up to 8 hours after administration. ACET concentrations were measured by using a validated HPLC method, and PK behavior and bioavailability were compared for the 2 preparations. All 30 infants enrolled were prescribed ACET for postimmunization prophylaxis. PK samples were available in 27 of the 30 enrolled infants. Subject enrollment (completed in January 1995) was rapid (8.3 months) and drawn entirely from a vaccinated infant clinic population. There were no statistically significant differences between the subjects (elixir, n = 12; suppository, n = 15) in either mean (SD) age (10.0 [6.3] vs 12.4 [8.1] months), weight (8.6 [2.3] vs 9.4 [2.4] kg), sex (7 of 12 males vs 7 of 15 males), or racial distribution (5 white, 5 black, and 2 biracial vs 4 white and 11 black) between the 2 dosing groups (oral vs rectal, respectively). The oral and rectal preparations produced similar, rapid peak concentrations (T(max), 1.16 vs 1.17 hours; P = 0.98) and elimination t(½) (1.84 vs 2.10 hours; P = 0.14), respectively. No statistically significant differences were found between either C(max) (7.65 vs 5.68 μg/mL) or total drug exposure (AUC(0-∞), 23.36 vs 20.45 μg-h/mL) for the oral versus rectal preparations

  13. Monthly errors

    Data.gov (United States)

    U.S. Environmental Protection Agency — The 2006 monthly average statistical metrics for 2m Q (g kg-1) domain-wide for the base and MODIS WRF simulations against MADIS observations. This dataset is...

  14. Maternal mental health and its association with infant growth at 6 months in ethnic groups: results from the Born-in-Bradford birth cohort study.

    Directory of Open Access Journals (Sweden)

    Gemma D Traviss

    Full Text Available OBJECTIVE: To identify factors associated with infant growth up to 6 months, with a particular focus on maternal distress, and to explore the effect of ethnicity on any relation between maternal distress and infant growth. METHODS: Cohort study recruiting White and Pakistani women in the United Kingdom (UK. Infant growth was measured at birth and 6 months. Standard assessment of mental health (GHQ-28 was undertaken in pregnancy (26-28 weeks gestation and 6 months postpartum. Modelling included social deprivation, ethnicity, and other known influences on infant growth such as maternal smoking and alcohol consumption. RESULTS: Maternal distress improved markedly from pregnancy to 6 months postpartum. At both times Pakistani women had more somatic and depression symptoms than White women. Depression in pregnancy (GHQ subscale D was associated with lower infant growth at 6 months. Self-reported social dysfunction in pregnancy (GHQ subscale C was associated with lower gestational age.. Pakistani women reported higher GHQ scores during pregnancy associated with smaller infants at birth. They lived in areas of higher social deprivation, reported less alcohol consumption and smoking postnatally, all independent influences on growth at 6 months. CONCLUSIONS: Maternal mental health in pregnancy is an independent influence on infant growth up to 6 months and is associated with ethnicity which was itself associated with deprivation in our sample. There is a complex relationship between symptoms of maternal distress, ethnicity, deprivation, health behaviours, and early infant growth. Measures should include both emotional and somatic symptoms and interventions to reduce risks of poor early growth need to include psychological and social components.

  15. Hispanic Heritage Month

    Science.gov (United States)

    York, Sherry

    2004-01-01

    Hispanic heritage month is from September 15 to October 15. One problem that arises when grouping people into categories such as Hispanic or Latino is stereotyping, stereotypes can be promoted or used in this Hispanic month to promote a greater understanding of Latino cultures.

  16. Signatures of AGN feedback

    Science.gov (United States)

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

    2017-01-01

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

  17. 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

  18. Remote monitoring of inhaled bronchodilator use and weekly feedback about asthma management: an open-group, short-term pilot study of the impact on asthma control.

    Directory of Open Access Journals (Sweden)

    David Van Sickle

    Full Text Available OBJECTIVE: Adequate symptom control is a problem for many people with asthma. We asked whether weekly email reports on monitored use of inhaled, short-acting bronchodilators might improve scores on composite asthma-control measures. METHODS: Through an investigational electronic medication sensor attached to each participant's inhaler, we monitored 4 months' use of inhaled, short-acting bronchodilators. Participants completed surveys, including the Asthma Control Test(TM (ACT, to assess asthma control at entry and monthly thereafter. After the first month, participants received weekly email reports for 3 months. The reports summarized inhaled bronchodilator use during the preceding week and provided suggestions derived from National Asthma Education and Prevention Program (NAEPP guidelines. Paired t-tests and random-effects mixed models were implemented to assess changes in primary asthma endpoints. RESULTS: Thirty individuals participated in the 4-month study; 29 provided complete asthma control information. Mean age was 36.8 years (range: 19-74 years; 52% of respondents were female. Mean ACT scores were 17.6 (Standard Deviation [SD]  = 3.35 at entry and 18.4 (SD = 3.60 at completion of the first month. No significant difference appeared between ACT values at entry and completion of the first month (p = 0.66; however, after participants began receiving email reports and online information about their inhaler use, mean ACT scores increased 1.40 points (95% CI: 0.61, 2.18 for each subsequent study month. Significant decreases occurred in 2-week histories of daytime symptoms (β = -1.35, 95% CI: -2.65, -0.04 and nighttime symptoms (β = -0.84, 95% CI: -1.25, -0.44; no significant change in activity limitation (β = -0.21, 95% CI: -0.69, 0.26 was observed. Participants reported increased awareness and understanding of asthma patterns, level of control, bronchodilator use (timing, location and triggers, and improved

  19. Remote monitoring of inhaled bronchodilator use and weekly feedback about asthma management: an open-group, short-term pilot study of the impact on asthma control.

    Science.gov (United States)

    Van Sickle, David; Magzamen, Sheryl; Truelove, Shaun; Morrison, Teresa

    2013-01-01

    Adequate symptom control is a problem for many people with asthma. We asked whether weekly email reports on monitored use of inhaled, short-acting bronchodilators might improve scores on composite asthma-control measures. Through an investigational electronic medication sensor attached to each participant's inhaler, we monitored 4 months' use of inhaled, short-acting bronchodilators. Participants completed surveys, including the Asthma Control Test(TM) (ACT), to assess asthma control at entry and monthly thereafter. After the first month, participants received weekly email reports for 3 months. The reports summarized inhaled bronchodilator use during the preceding week and provided suggestions derived from National Asthma Education and Prevention Program (NAEPP) guidelines. Paired t-tests and random-effects mixed models were implemented to assess changes in primary asthma endpoints. Thirty individuals participated in the 4-month study; 29 provided complete asthma control information. Mean age was 36.8 years (range: 19-74 years); 52% of respondents were female. Mean ACT scores were 17.6 (Standard Deviation [SD]  = 3.35) at entry and 18.4 (SD = 3.60) at completion of the first month. No significant difference appeared between ACT values at entry and completion of the first month (p = 0.66); however, after participants began receiving email reports and online information about their inhaler use, mean ACT scores increased 1.40 points (95% CI: 0.61, 2.18) for each subsequent study month. Significant decreases occurred in 2-week histories of daytime symptoms (β = -1.35, 95% CI: -2.65, -0.04) and nighttime symptoms (β = -0.84, 95% CI: -1.25, -0.44); no significant change in activity limitation (β = -0.21, 95% CI: -0.69, 0.26) was observed. Participants reported increased awareness and understanding of asthma patterns, level of control, bronchodilator use (timing, location) and triggers, and improved preventive practices. Weekly email reports and

  20. Comparison of brief versus extended personalised feedback in an online intervention for cannabis users: Short-term findings of a randomised trial.

    Science.gov (United States)

    Copeland, Jan; Rooke, Sally; Rodriquez, Dan; Norberg, Melissa M; Gibson, Lisa

    2017-05-01

    Previous studies have shown brief online self-help interventions to be a useful method of treating cannabis use and related problems; however, no studies have compared the effects of brief versus extended feedback for online brief intervention programs. The current study was a two arm randomised trial aimed at testing the short term effectiveness of a brief and extended feedback version of Grassessment, a brief online intervention for cannabis users that provides individualised feedback regarding use, motives, and harms. Participants (n=287) reporting at least one symptom of DSM IV cannabis abuse or dependence were recruited using online and offline advertising methods. Participants were randomised to receive either a brief or extended feedback version of the Grassessment program and were required to complete a one month follow up questionnaire. One hundred and ninety four participants completed the one month follow up. Wilcoxon analyses showed a significant decrease in past month quantity and frequency of cannabis use (psbrief feedback condition. Participants in the extended feedback group also demonstrated significant decreases in patterns of use (psbrief online self-complete interventions to reduce cannabis use and related problems in the short term. The findings suggest that in the case of the brief online screening and feedback program Grassessment, extended feedback does not lead to superior outcomes over brief feedback. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Full Static Output Feedback Equivalence

    Directory of Open Access Journals (Sweden)

    Aristotle G. Yannakoudakis

    2013-01-01

    Full Text Available We present a constructive solution to the problem of full output feedback equivalence, of linear, minimal, time-invariant systems. The equivalence relation on the set of systems is transformed to another on the set of invertible block Bezout/Hankel matrices using the isotropy subgroups of the full state feedback group and the full output injection group. The transformation achieving equivalence is calculated solving linear systems of equations. We give a polynomial version of the results proving that two systems are full output feedback equivalent, if and only if they have the same family of generalized Bezoutians. We present a new set of output feedback invariant polynomials that generalize the breakaway polynomial of scalar systems.

  2. Effectiveness of Multidisciplinary Group-Based Intervention versus Individual Physiotherapy for Improving Chronic Low Back Pain in Nursing Staff: A Clinical Trial with 3- and 6-Month Follow-Up Visits from Tehran, Iran.

    Science.gov (United States)

    Ghadyani, Leila; Tavafian, Sedigheh Sadat; Kazemnejad, Anoshirvan; Wagner, Joan

    2017-06-01

    Clinical trial. To evaluate the effectiveness of a multidisciplinary group-based intervention on improving pain and disability among Iranian nurses with chronic low back pain in Tehran, Iran. Although low back pain (LBP) is one of the most important health problems, the challenge remains on how to find an effective intervention to reduce pain and related disabilities. Overall, 136 eligible nurses with chronic mechanical LBP were classified into two groups. The intervention group (n=66 participants) participated in a physiotherapy educational program (for 120 minutes) plus a health educational program based on predictive constructs of the social cognitive theory (for 120 minutes). These interventions were delivered by a physiotherapist and a health education specialist. The control group (n=70 participants) participated in a physiotherapy educational program (for 120 minutes). Disability rate, pain severity, and back pain prevention behavior were measured initially and at 3- and 6-month follow-up visits using the visual analogue scale, Roland-Morris Disability, and Nursing Low Back Pain Preventive Behaviors Questionnaire. Data were analyzed by SPSS ver. 16. There were statistically significant differences between the two groups in the main outcome measures immediately after the educational program and at 3- and 6-month follow-up visits. Preventive behaviors of participants in the intervention group were improved at 3- and 6- month follow-up visits (ppreventive behaviors in the intervention group were improved after 3 and 6 months (p<0.001). Finally, in the intervention group, pain severity and disability were decreased significantly. This study showed that a multidisciplinary educational program intervention can be an effective approach for reducing LBP and related disabilities among nurses.

  3. 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.

  4. COMMUNICATION IN GROUP SITUATIONS - ANALYSIS OF A MONTHLY MEETING BETWEEN MANAGERS AND NEWS-BILL EDITORS OF A SWEDISH EVENING NEWSPAPER (AFTONPRESSEN)

    NARCIS (Netherlands)

    ALVESSON, M; KARREMAN, D

    1995-01-01

    This article aims to illuminate certain cultural aspects of the work of an evening newspaper (working style, ways of thinking, assumptions about the business, its objectives, perceptions of the readership) as well as how communication in group situations contributes to the social construction of org

  5. Web-based brief personalized feedback intervention in a non-treatment seeking population of heavy drinkers, a randomized controlled trial

    DEFF Research Database (Denmark)

    Hansen, Anders Blædel Gottlieb; Becker, Ulrik; Søgaard Nielsen, Anette

    2010-01-01

    randomized into a brief personalized feedback group (normative feedback) (n=476), a group receiving self-help material (information about health consequences of exceeding recommended drinking limits) (n=450), or a control group (no information) (n=455). Outcome measure was self-reported alcohol consumption...... targeting heavy drinkers has not been tested. Objective: To examine whether a web-based personalized feedback intervention and web-based self-help material resulted in lowering of self-reported alcohol use in a non-treatment seeking population of heavy drinkers (defined as weekly alcohol consumption above....... Results: Follow-up took place after six/12 months on 873/1066 persons. At six and 12 months follow-up, the difference in weekly alcohol use between the three groups was non-significant (P=0,18 / P=0,47). At six months follow-up, a completers analysis showed significant differences between the control...

  6. Alcohol assessment and feedback by email for university students: main findings from a randomised controlled trial.

    Science.gov (United States)

    McCambridge, Jim; Bendtsen, Marcus; Karlsson, Nadine; White, Ian R; Nilsen, Per; Bendtsen, Preben

    2013-11-01

    Brief interventions can be efficacious in changing alcohol consumption and increasingly take advantage of the internet to reach high-risk populations such as students. To evaluate the effectiveness of a brief online intervention, controlling for the possible effects of the research process. A three-arm parallel groups design was used to explore the magnitude of the feedback and assessment component effects. The three groups were: alcohol assessment and feedback (group 1); alcohol assessment only without feedback (group 2); and no contact, and thus neither assessment nor feedback (group 3). Outcomes were evaluated after 3 months via an invitation to participate in a brief cross-sectional lifestyle survey. The study was undertaken in two universities randomising the email addresses of all 14 910 students (the AMADEUS-1 study, trial registration: ISRCTN28328154). Overall, 52% (n = 7809) of students completed follow-up, with small differences in attrition between the three groups. For each of the two primary outcomes, there was one statistically significant difference between groups, with group 1 having 3.7% fewer risky drinkers at follow-up than group 3 (P = 0.006) and group 2 scoring 0.16 points lower than group 3 on the three alcohol consumption questions from the Alcohol Use Disorders Identification Test (AUDIT-C) (P = 0.039). This study provides some evidence of population-level benefit attained through intervening with individual students.

  7. Frequent external focus feedback enhances motor learning

    Directory of Open Access Journals (Sweden)

    Gabriele eWulf

    2010-11-01

    Full Text Available The present study examined the hypothesis that feedback inducing an external focus of attention enhances motor learning if it is provided frequently (i.e., 100% rather than less frequently. Children (10-12 year olds practiced a soccer throw-in task and were provided feedback about movement form. The feedback statements, provided either after every (100% or every third (33% practice trial, were similar in content but induced either an internal focus (body-movement related or external focus (movement-effect related. The results demonstrated that learning of the movement form was enhanced by external-focus feedback after every trial (100% relative to external-focus feedback after every third trial (33% or internal-focus feedback (100%, 33%, as demonstrated by immediate and delayed transfer tests without feedback. There was no difference between the two internal-focus feedback groups. These findings indicate that the attentional focus induced by feedback is an important factor in determining the effectiveness of different feedback frequencies. We argue that the informational properties of feedback cannot sufficiently account for these and related findings, and suggest that the attentional role of feedback be given greater consideration in future studies.

  8. Effects of a 6-Month Conditioning Program on Motor and Sport Performance in The Group of Children’s Fitness Competitors

    Directory of Open Access Journals (Sweden)

    Mlsnová Gabriela

    2016-11-01

    Full Text Available The aim of our study was to determine changes in sport and motor performance of competitors in the category of children’s fitness as a result of conditioning training intervention. We conducted a two-group simultaneous experiment. Experimental group (EG and control group (CG consisted of 18 girls competing in the 12 to 15 years old age categories. EG performed supervised conditioning program over a period of 25 weeks with training frequency 3 times per week. Based on the results of physical tests, competitive and expert assessments of sport performance in the children’s fitness category we found significant effect of our conditioning program to increase sport and motor performance in the experimental group. Subsequently, these improvements could lead to success in domestic and international competitions where they occupied the leading positions. Significant relationships (EG = 19; CG = 10 were found between competitive and expert assessments as well as physical tests results, between expert and competitive assessments of physiques and routines. These changes manifested positively not only in the competitive assessment of the physique but also in the expert “blind“ assessment in the competitive discipline of the physique presentation in quarter turns where we observed significant improvements in the EG. Based on the obtained results we recommend to increase the ratio of conditioning training to gymnastic-dance training to 50 %, inclusion of strengthening and plyometric exercises into the training process and monitor regularly the level of general and specific abilities of the competitors in the individual mezocycles of the annual training cycle.

  9. The role of automated feedback in training and retaining biological recorders for citizen science.

    Science.gov (United States)

    van der Wal, René; Sharma, Nirwan; Mellish, Chris; Robinson, Annie; Siddharthan, Advaith

    2016-06-01

    The rapid rise of citizen science, with lay people forming often extensive biodiversity sensor networks, is seen as a solution to the mismatch between data demand and supply while simultaneously engaging citizens with environmental topics. However, citizen science recording schemes require careful consideration of how to motivate, train, and retain volunteers. We evaluated a novel computing science framework that allowed for the automated generation of feedback to citizen scientists using natural language generation (NLG) technology. We worked with a photo-based citizen science program in which users also volunteer species identification aided by an online key. Feedback is provided after photo (and identification) submission and is aimed to improve volunteer species identification skills and to enhance volunteer experience and retention. To assess the utility of NLG feedback, we conducted two experiments with novices to assess short-term (single session) and longer-term (5 sessions in 2 months) learning, respectively. Participants identified a specimen in a series of photos. One group received only the correct answer after each identification, and the other group received the correct answer and NLG feedback explaining reasons for misidentification and highlighting key features that facilitate correct identification. We then developed an identification training tool with NLG feedback as part of the citizen science program BeeWatch and analyzed learning by users. Finally, we implemented NLG feedback in the live program and evaluated this by randomly allocating all BeeWatch users to treatment groups that received different types of feedback upon identification submission. After 6 months separate surveys were sent out to assess whether views on the citizen science program and its feedback differed among the groups. Identification accuracy and retention of novices were higher for those who received automated feedback than for those who received only confirmation of the

  10. Effectiveness of Simultaneous Prompting in Small Group: The Opportunity of Acquiring Non-Target Skills through Observational Learning and Instructive Feedback

    Science.gov (United States)

    Gursel, Oguz; Tekin-Iftar, Elif; Bozkurt, Funda

    2006-01-01

    A multiple probe study across behaviors, replicated across students, assessed the effectiveness of simultaneous prompting (SP) in a small group teaching arrangement on teaching (a) to show the provinces, rivers, and border countries of Turkey on a map and (b) to expressively identify the names of the symbols which are usually used in math.…

  11. Comparison of two doses of intravitreal bevacizumab as primary treatment for macular edema secondary to central retinal vein occlusion: results of the pan American collaborative retina study group at 24 months.

    Science.gov (United States)

    Wu, Lihteh; Arevalo, J Fernando; Berrocal, Maria H; Maia, Mauricio; Roca, José A; Morales-Cantón, Virgilio; Alezzandrini, Arturo A; Díaz-Llopis, Manuel J

    2010-01-01

    The purpose of this study was to compare the injection burden, central macular thickness (CMT), and change in best-corrected visual acuity after injecting 1.25 mg or 2.5 mg bevacizumab as needed in patients with primary macular edema secondary to central retinal vein occlusion. This is an interventional, retrospective, comparative multicenter study of 86 eyes with macular edema secondary to central retinal vein occlusion that were treated primarily with intravitreal bevacizumab (44 eyes, 1.25 mg; 42 eyes, 2.5 mg). The main outcome measures were the CMT and the change of best-corrected visual acuity at 24 months. All patients completed at least 24 months of follow-up. The mean number of injections per eye were 7.2 for the 1.25-mg dose group and 8.1 for the 2.5-mg dose group (P = 0.4492). At 24 months, in the 1.25-mg dose group, the logarithm of the minimal angle of resolution best-corrected visual acuity improved from baseline 0.35 +/- 0.57 units (P or=3 lines of Early Treatment of Diabetic Retinopathy Study visual acuity and 6 (13.6%) lost >or=3 lines of Early Treatment of Diabetic Retinopathy Study visual acuity. In the 2.5-mg dose group, 24 (57.1 %) eyes improved >or=3 lines of Early Treatment of Diabetic Retinopathy Study visual acuity and 7 (16.7%) lost >or=3 lines of Early Treatment of Diabetic Retinopathy Study visual acuity. The CMT in the 1.25-mg dose group improved from 635 +/- 324 microm to 264 +/- 160 microm (P central retinal vein occlusion. There were no statistically significant differences between the two dose groups with regard to the number of injections, CMT, and change in visual acuity.

  12. Normative Feedback Effects on Learning a Timing Task

    Science.gov (United States)

    Wulf, Gabriele; Chiviacowsky, Suzete; Lewthwaite, Rebecca

    2010-01-01

    This study investigated the influence of normative feedback on learning a sequential timing task. In addition to feedback about their performance per trial, two groups of participants received bogus normative feedback about a peer group's average block-to-block improvement after each block of 10 trials. Scores indicated either greater (better…

  13. 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....

  14. Medical Student Perceptions of Feedback and Feedback Behaviors Within the Context of the "Educational Alliance".

    Science.gov (United States)

    Bowen, Lucy; Marshall, Michelle; Murdoch-Eaton, Deborah

    2017-09-01

    Using the "educational alliance" as a conceptual framework, the authors explored medical students' beliefs about feedback and how their feedback behaviors reflect their perceptions. Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners' feedback perceptions and behaviors within the context of the learner-educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analyzed using an approach based on grounded theory principles. Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences. Ensuring that feedback leads to improved performance requires more than training educators in best practices. The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange. The educational alliance approach is underpinned by a mutual understanding of purpose and responsibility. Enhancing learners' feedback literacy skills seems to be the key aspect of the educational alliance in need of attention. Empowering learners to recognize, seek, and use feedback received within diverse learning cultures is essential.

  15. 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...

  16. The Roles of Explanation and Feedback in False Belief Understanding: A Microgenetic Analysis

    Science.gov (United States)

    Guajardo, Nicole R.; Petersen, Rachel; Marshall, Timothy R.

    2013-01-01

    The authors examined effects of feedback and explanation on false belief performance. Thirty-three children (42-54 months; 15 girls, 18 boys) were randomly assigned to four treatment conditions: explanation, feedback, feedback researcher explains, and feedback child explains. Children completed false belief tasks during pretraining, 8 training…

  17. Online Instructor's Use of Audio Feedback to Increase Social Presence and Student Satisfaction

    Science.gov (United States)

    Portolese Dias, Laura; Trumpy, Robert

    2014-01-01

    This study investigates the impact of written group feedback, versus audio feedback, based upon four student satisfaction measures in the online classroom environment. Undergraduate students in the control group were provided both individual written feedback and group written feedback, while undergraduate students in the experimental treatment…

  18. 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....

  19. Preventing Feedback Fizzle

    Science.gov (United States)

    Brookhart, Susan M.

    2012-01-01

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

  20. Developing Sustainable Feedback Practices

    Science.gov (United States)

    Carless, David; Salter, Diane; Yang, Min; Lam, Joy

    2011-01-01

    Feedback is central to the development of student learning, but within the constraints of modularized learning in higher education it is increasingly difficult to handle effectively. This article makes a case for sustainable feedback as a contribution to the reconceptualization of feedback processes. The data derive from the Student Assessment and…

  1. Quantum feedback channels

    CERN Document Server

    Bowen, G

    2002-01-01

    In classical information theory the capacity of a noisy communication channel cannot be increased by the use of feedback. In quantum information theory the no-cloning theorem means that noiseless copying and feedback of quantum information cannot be achieved. In this paper, quantum feedback is defined as the unlimited use of a noiseless quantum channel from receiver to sender. Given such quantum feedback, it is shown to provide no increase in the entanglement-assisted capacities of a noisy quantum channel, in direct analogy to the classical case. It is also shown that in various cases of non-assisted capacities, feedback can increase the capacity of many quantum channels.

  2. Situated Formative Feedback

    DEFF Research Database (Denmark)

    Lukassen, Niels Bech; Wahl, Christian; Sorensen, Elsebeth Korsgaard

    2016-01-01

    This study addresses the conceptual challenge of providing students with good quality feedback to enhance student learning in an online community of practice (COP). The aim of the study is to identify feedback mechanisms in a virtual learning environment (VLE) and to create a full formative...... feedback episode (FFE) through an online dialogue. The paper argues that dialogue is crucial for student learning and that feedback is not only something the teacher gives to the student. Viewing good quality feedback as social, situated, formative, emphasis is put on the establishment of dialogue. We...... refer to this type of feedback as, Situated Formative Feedback (SFF). As a basis for exploring, identifying and discussing relevant aspects of SFF the paper analyses qualitative data from a Moodle dialogue. Data are embedded in the qualitative analytic program Nvivo and are analysed with a system...

  3. 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. We...... use two pay schemes, a piece rate and a tournament. We find that overall feedback does not improve performance. In contrast to the piece-rate pay scheme there is some evidence of positive peer effects in tournaments since the underdogs almost never quit the competition even when lagging significantly...... 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"....

  4. Grade One Peer and Teacher Feedback on Student Writing

    Science.gov (United States)

    Peterson, Shelley Stagg; Portier, Christine

    2014-01-01

    This article examines a grade one teacher's support for her students' writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the…

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

    Directory of Open Access Journals (Sweden)

    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.

  6. Enhanced Negative Feedback Responses in Remitted Depression

    Science.gov (United States)

    Santesso, Diane L.; Steele, Katherine T.; Bogdan, Ryan; Holmes, Avram J.; Deveney, Christen M.; Meites, Tiffany M.; Pizzagalli, Diego A.

    2011-01-01

    Major depressive disorder (MDD) is characterized by hypersensitivity to negative feedback that might involve frontocingulate dysfunction. MDD subjects exhibit enhanced electrophysiological responses to negative internal (errors) and external (feedback) cues. Whether this dysfunction extends to remitted depressed (RD) subjects with a history of MDD is currently unknown. To address this issue, we examined the feedback-related negativity (FRN) in RD and control subjects using a probabilistic punishment learning task. Despite equivalent behavioral performance, RD subjects showed larger FRNs to negative feedback relative to controls; group differences remained after accounting for residual anxiety and depressive symptoms. The present findings suggest that abnormal responses to negative feedback extend to samples at increased risk for depressive episodes in the absence of current symptoms. PMID:18580576

  7. Self-Controlled Feedback in 10-Year-Old Children: Higher Feedback Frequencies Enhance Learning

    Science.gov (United States)

    Chiviacowsky, Suzete; Wulf, Gabriele; de Medeiros, Franklin Laroque; Kaefer, Angelica; Wally, Raquel

    2008-01-01

    The purpose of the present study was to examine whether learning in 10-year-old children--that is, the age group for which the Chiviacowsky et al. (2006) study found benefits of self-controlled knowledge of results (KR)--would differ depending on the frequency of feedback they chose. The authors surmised that a relatively high feedback frequency…

  8. RF feedback for KEKB

    Energy Technology Data Exchange (ETDEWEB)

    Ezura, Eizi; Yoshimoto, Shin-ichi; Akai, Kazunori [National Lab. for High Energy Physics, Tsukuba, Ibaraki (Japan)

    1996-08-01

    This paper describes the present status of the RF feedback development for the KEK B-Factory (KEKB). A preliminary experiment concerning the RF feedback using a parallel comb-filter was performed through a choke-mode cavity and a klystron. The RF feedback has been tested using the beam of the TRISTAN Main Ring, and has proved to be effective in damping the beam instability. (author)

  9. Neural cryptography with feedback

    Science.gov (United States)

    Ruttor, Andreas; Kinzel, Wolfgang; Shacham, Lanir; Kanter, Ido

    2004-04-01

    Neural cryptography is based on a competition between attractive and repulsive stochastic forces. A feedback mechanism is added to neural cryptography which increases the repulsive forces. Using numerical simulations and an analytic approach, the probability of a successful attack is calculated for different model parameters. Scaling laws are derived which show that feedback improves the security of the system. In addition, a network with feedback generates a pseudorandom bit sequence which can be used to encrypt and decrypt a secret message.

  10. Neural cryptography with feedback.

    Science.gov (United States)

    Ruttor, Andreas; Kinzel, Wolfgang; Shacham, Lanir; Kanter, Ido

    2004-04-01

    Neural cryptography is based on a competition between attractive and repulsive stochastic forces. A feedback mechanism is added to neural cryptography which increases the repulsive forces. Using numerical simulations and an analytic approach, the probability of a successful attack is calculated for different model parameters. Scaling laws are derived which show that feedback improves the security of the system. In addition, a network with feedback generates a pseudorandom bit sequence which can be used to encrypt and decrypt a secret message.

  11. Cost-Utility of Group Acceptance and Commitment Therapy for Fibromyalgia Versus Recommended Drugs: An Economic Analysis Alongside a 6-Month Randomized Controlled Trial Conducted in Spain (EFFIGACT Study).

    Science.gov (United States)

    Luciano, Juan V; D'Amico, Francesco; Feliu-Soler, Albert; McCracken, Lance M; Aguado, Jaume; Peñarrubia-María, María T; Knapp, Martin; Serrano-Blanco, Antoni; García-Campayo, Javier

    2017-07-01

    The aim of this study was to analyze the cost utility of a group-based form of acceptance and commitment therapy (GACT) in patients with fibromyalgia (FM) compared with patients receiving recommended pharmacological treatment (RPT) or on a waiting list (WL). The data were derived from a previously published study, a randomized controlled trial that focused on clinical outcomes. Health economic outcomes included health-related quality of life and health care use at baseline and at 6-month follow-up using the EuroQoL and the Client Service Receipt Inventory, respectively. Analyses included quality-adjusted life years, direct and indirect cost differences, and incremental cost effectiveness ratios. A total of 156 FM patients were randomized (51 GACT, 52 RPT, 53 WL). GACT was related to significantly less direct costs over the 6-month study period compared with both control arms (GACT €824.2 ± 1,062.7 vs RPT €1,730.7 ± 1,656.8 vs WL €2,462.7 ± 2,822.0). Lower direct costs for GACT compared with RPT were due to lower costs from primary care visits and FM-related medications. The incremental cost effectiveness ratios were dominant in the completers' analysis and remained robust in the sensitivity analyses. In conclusion, acceptance and commitment therapy appears to be a cost-effective treatment compared with RPT in patients with FM. Decision-makers have to prioritize their budget on the treatment option that is the most cost effective for the management of a specific patient group. From government as well as health care perspectives, this study shows that a GACT is more cost effective than pharmacological treatment in management of FM. Copyright © 2017 American Pain Society. Published by Elsevier Inc. All rights reserved.

  12. Effects of a computer feedback treatment and behavioral support protocol on drop out from a newly initiated exercise program.

    Science.gov (United States)

    Annesi, James J

    2007-08-01

    Drop out from newly initiated exercise regimens is problematic. Three treatments intended to support new exercise programs (standard exercise counseling, computer feedback, and behavioral support) were tested to estimate their association with drop out over the initial 3 and 6 mo. Data from a total of 1,336 adults (44% men; M(age) = 41.9 yrs., SD = 9.8) initiating exercise programs at 18 community exercise facilities (six in each of the three treatment groups) were aggregated by facility on a measure of drop out and were then contrasted both within and between groups. After a mixed model repeated-measures analysis of variance was significant overall, planned contrasts were conducted using the Tukey-Kramer test. Significantly less drop out was found at Month 3 for both the computer support (27%) and behavioral support (17%) groups, when contrasted with the standard exercise counseling group (38%). Behavioral support had significantly less drop out than computer feedback at Month 3. The behavioral support group showed significantly less drop out at Month 6 (33%) when contrasted with both the standard exercise counseling (58%) and computer feedback (52%) groups, which did not significantly differ from one another. Limitations and the need to evaluate and extend research on interventions for reducing drop out from exercise programs were discussed.

  13. Policy Feedback System (PFS)

    Data.gov (United States)

    Social Security Administration — The Policy Feedback System (PFS) is a web application developed by the Office of Disability Policy Management Information (ODPMI) team that gathers empirical data...

  14. Feedback Loop Gains and Feedback Behavior (1996)

    DEFF Research Database (Denmark)

    Kampmann, Christian Erik

    2012-01-01

    Linking feedback loops and system behavior is part of the foundation of system dynamics, yet the lack of formal tools has so far prevented a systematic application of the concept, except for very simple systems. Having such tools at their disposal would be a great help to analysts in understanding...... large, complicated simulation models. The paper applies tools from graph theory formally linking individual feedback loop strengths to the system eigenvalues. The significance of a link or a loop gain and an eigenvalue can be expressed in the eigenvalue elasticity, i.e., the relative change...... of an eigenvalue resulting from a relative change in the gain. The elasticities of individual links and loops may be found through simple matrix operations on the linearized system. Even though the number of feedback loops can grow rapidly with system size, reaching astronomical proportions even for modest systems...

  15. 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.

  16. Implementation of an audit with feedback knowledge translation intervention to promote medication error reporting in health care: a protocol.

    Science.gov (United States)

    Hutchinson, Alison M; Sales, Anne E; Brotto, Vanessa; Bucknall, Tracey K

    2015-05-19

    Health professionals strive to deliver high-quality care in an inherently complex and error-prone environment. Underreporting of medical errors challenges attempts to understand causative factors and impedes efforts to implement preventive strategies. Audit with feedback is a knowledge translation strategy that has potential to modify health professionals' medical error reporting behaviour. However, evidence regarding which aspects of this complex, multi-dimensional intervention work best is lacking. The aims of the Safe Medication Audit Reporting Translation (SMART) study are to: 1. Implement and refine a reporting mechanism to feed audit data on medication errors back to nurses 2. Test the feedback reporting mechanism to determine its utility and effect 3. Identify characteristics of organisational context associated with error reporting in response to feedback A quasi-experimental design, incorporating two pairs of matched wards at an acute care hospital, is used. Randomisation occurs at the ward level; one ward from each pair is randomised to receive the intervention. A key stakeholder reference group informs the design and delivery of the feedback intervention. Nurses on the intervention wards receive the feedback intervention (feedback of analysed audit data) on a quarterly basis for 12 months. Data for the feedback intervention come from medication documentation point-prevalence audits and weekly reports on routinely collected medication error data. Weekly reports on these data are obtained for the control wards. A controlled interrupted time series analysis is used to evaluate the effect of the feedback intervention. Self-report data are also collected from nurses on all four wards at baseline and at completion of the intervention to elicit their perceptions of the work context. Additionally, following each feedback cycle, nurses on the intervention wards are invited to complete a survey to evaluate the feedback and to establish their intentions to change

  17. Effects of Mechanical and Radiative Supernova Feedback on Subhalo Evolution

    Science.gov (United States)

    Quirk, Amanda; Choi, Ena; Ostriker, Jeremiah P.

    2017-01-01

    Using cosmological hydrodynamical simulations, we investigate the effects supernova feedback has on populations of subhalos at current redshift. A group of halos was run through two simulations, each with different feedback models. One had thermal feedback, and the other had mechanical and radiative feedback. We used a friend-of-friend halo finder on the output of these simulations to explore the stellar and dark matter subhalos created. The number of stellar subhalos created by the mechanical feedback simulation was significantly less than the number created by the thermal feedback model, especially at low mass. Thus, the mechanical feedback model created a number of stellar subhalos more consistent with observations. The mechanical feedback model also showed a presence of dark matter subhalos that lacked stellar particles, or dark subhalos. The results of this analysis can give insight to the Missing Satellite Problem.

  18. Effects of diaphragm breathing exercise and feedback breathing exercise on pulmonary function in healthy adults

    OpenAIRE

    Yong, Min-Sik; Lee, Hae-Yong; Lee, Yun-Seob

    2017-01-01

    [Purpose] The present study investigated effects of diaphragm breathing exercise and feedback breathing exercise on respiratory function. [Subjects and Methods] Thirty-one subjects were randomly assigned to two groups; the feedback breathing exercise group and the maneuver-diaphragm exercise group. The feedback breathing exercise group was asked to breathe with feedback breathing device, and the maneuver-diaphragm exercise group was asked to perform diaphragm respiration. Respiratory function...

  19. Meat quality from four genetic groups of bulls slaughtered at 14 months old=Qualidade da carne de bovinos não castrados de quatro grupos genéticos abatidos aos 14 meses de idade

    Directory of Open Access Journals (Sweden)

    Daniel Perotto

    2012-10-01

    Full Text Available Carcass characteristics and chemical composition of Longissimus muscle of 32 young bulls from four genetic groups slaughtered at 14 months old were evaluated. Experimental design was completely randomized and distributed into four genetics groups: 1. Caracu (CAR; 2. Canchin (CAN; 3. Charolais vs. Caracu (CHC and 4. Aberdeen Angus vs. Canchin (AAC. Carcass dressing and carcass conformation were lower for CAR than CAN, CHC and AAC genetic groups. No difference has been reported with regard to moisture, ash, crude protein, total lipids and total cholesterol among four genetics groups. The genetic groups influence fatty acid profile on Longissimus muscle in bulls. Cattle with zebu genes had the highest rates in unsaturated fatty acids, saturated fatty acids represented approximately 50% of total fatty acid composition on Longissimus muscle. The genetic groups presented differences in PUFA, SFA, n-6 and n-3 percentages and n-6 and n-3 ratios.Este trabalho foi realizado para avaliar as características de carcaça e composição química do músculo Longissimus de 32 bovinos não castrados de quatro grupos genéticos abatidos aos 14 meses de idade. Foi usado um modelo experimental inteiramente casualizado e distribuídos em quatro grupos genéticos: 1. Caracu (CAR; 2. Canchin (CAN; 3. Charolês vs. Caracu (CHC e 4. Aberdeen Angus vs. Canchin (AAC. O rendimento e a conformação de carcaça foram menores para os animais do grupo genético CAR em comparação ao grupo genético CAN, CHC e AAC. Não houve diferença para umidade, cinzas, proteína bruta e colesterol total entre os quatros grupos genéticos. O grupo genético teve influência sobre o perfil de ácidos graxos do músculo Longissimus dos bovinos. Os bovinos com genes zebu tiveram maiores níveis de ácidos graxos saturados. Os ácidos graxos saturados representaram aproximadamente 50% da composição dos ácidos graxos do músculo Longissimus. O grupo genético teve efeito nas percentagens

  20. Feedback og interpersonel kommunikation

    DEFF Research Database (Denmark)

    Dindler, Camilla

    2016-01-01

    Som interpersonel kommunikationsform handler feedback om at observere, mærke og italesætte det, som handler om relationen mellem samtaleparterne mere end om samtaleemnet. Her er fokus på, hvad der siges og hvordan der kommunikeres sammen. Feedback er her ikke en korrigerende tilbagemelding til...

  1. "Feedback" For Instructioal Television.

    Science.gov (United States)

    Schramm, Wilbur

    A number of different methods have been used by instructional television (ITV) projects to obtain audience feedback, and some of these are now being used in the ITV system in El Salvador. We know that pretesting programs on a representative sample can bring considerable gains in learning. Another feedback source can be a classroom of pupils in the…

  2. Monthly Meteorological Reports

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Monthly forms that do not fit into any regular submission. Tabulation sheets and generic monthly forms designed to capture miscellaneous monthly observations.

  3. Factors possibly affecting prognosis in children with Wilms' tumor diagnosed before 24 months of age: A report from the Associazione Italiana Ematologia Oncologia Pediatrica (AIEOP) Wilms Tumor Working Group.

    Science.gov (United States)

    D'Angelo, Paolo; Di Cataldo, Andrea; Terenziani, Monica; Bisogno, Gianni; Collini, Paola; Di Martino, Martina; Melchionda, Fraia; Mosa, Clara; Nantron, Marilina; Perotti, Daniela; Puccio, Giuseppe; Serra, Annalisa; Catania, Serena; Spreafico, Filippo

    2017-06-09

    Children with Wilms' tumor (WT) aged under 24 months (infants) have a better prognosis than older patients. Our aim was to study the epidemiology of this age group, with focus on the modality of diagnosis, tumor size, and association with malformations/syndromes, seeking to understand if any of these factors might be related to prognosis. Infants diagnosed with WT between 2003 and February 2010 were evaluated. A query form was used to collect data on the modality of WT diagnosis (symptomatic or incidental), tumor volume, maximum diameter, site, and stage. Data were collected for 117 of 124 WT infants registered. Twenty-four cases had an incidental diagnosis (ID) of renal mass, usually arising from an abdominal ultrasound performed for other reasons, and 93 had been diagnosed based on clinical signs/symptoms. The incidental cohort displayed unifocal disease, mean tumor diameter 5.52 cm, mean tumor volume 84.30 ml, and 14 patients showed associated malformations. Symptomatic patients had mean maximum tumor diameter of 10.18 cm, mean tumor volume of 451.18 ml, and six had associated malformations. Our study showed that 20% of the infants had an ID of WT; they had a relatively smaller nonmetastatic tumor and a higher rate of malformations than infants of the symptomatically diagnosed group, but we did not detect any difference in age at diagnosis between the two groups. Conversely, we found a significant difference in the 5-year event-free survival rate (P = 0.018) between infants under 1 year (96%), more frequently associated with congenital malformations, and infants 1-2 years (80%). © 2017 Wiley Periodicals, Inc.

  4. Feedback i matematik

    DEFF Research Database (Denmark)

    Sortkær, Bent

    2017-01-01

    Feedback bliver i litteraturen igen og igen fremhævet som et af de mest effektive midler til at fremme elevers præstationer i skolen (Hartberg, Dobson, & Gran, 2012; Hattie & Timperley, 2007; Wiliam, 2015). Dette på trods af, at flere forskere påpeger, at feedback ikke altid er læringsfremmende...... (Hattie & Gan, 2011), og nogle endda viser, at feedback kan have en negativ virkning i forhold til præstationer (Kluger & DeNisi, 1996). Artiklen vil undersøge disse tilsyneladende modstridende resultater ved at stille spørgsmålet: Under hvilke forudsætninger virker feedback i matematik læringsfremmende......? Dette gøres ved at dykke ned i forskningslitteraturen omhandlende feedback ud fra en række temaer for på den måde at besvare ovenstående spørgsmål....

  5. Feedback and Incentives:

    DEFF Research Database (Denmark)

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

    This paper experimentally investigates the impact of different pay and relative performance information policies on employee effort. We explore three information policies: No feedback about relative performance, feedback given halfway through the production period, and continuously updated feedback....... The pay schemes are a piece rate payment scheme and a winner-takes-all tournament. We find that, regardless of the pay scheme used, feedback does not improve performance. There are no significant peer effects in the piece-rate pay scheme. In contrast, in the tournament scheme we find some evidence...... of positive peer effects since the underdogs almost never quit the competition even when lagging significantly behind, and frontrunners do not slack off. Moreover, in both pay schemes information feedback reduces the quality of the low performers' work....

  6. Situated Formative Feedback

    DEFF Research Database (Denmark)

    Lukassen, Niels Bech; Wahl, Christian; Sorensen, Elsebeth Korsgaard

    2016-01-01

    feedback episode (FFE) through an online dialogue. The paper argues that dialogue is crucial for student learning and that feedback is not only something the teacher gives to the student. Viewing good quality feedback as social, situated, formative, emphasis is put on the establishment of dialogue. We...... refer to this type of feedback as, Situated Formative Feedback (SFF). As a basis for exploring, identifying and discussing relevant aspects of SFF the paper analyses qualitative data from a Moodle dialogue. Data are embedded in the qualitative analytic program Nvivo and are analysed with a system...... theoretical textual analysis method. Asynchronous written dialogue from an online master’s course at Aalborg University forms the empirical basis of the study. The findings suggests in general that students play an essential role in SFF and that students and educators are equal in the COP, but holds different...

  7. Six-month feeding of low-dose fish oil decreases vascular expression of high mobility group box1 and receptor for advanced glycation end-products in rat chronic allograft vasculopathy.

    Science.gov (United States)

    Wei, W; Zhu, Y; Wang, J; Guo, M; Li, Y; Li, Ji

    2013-06-01

    Chronic allograft vasculopathy (CAV) is a typical feature of chronic rejection of small bowel transplantations (SBTx). Our previous studies revealed that feeding fish oil, a natural source of n-3 polyunsaturated fatty acids (PUFAs), protected against CAV. The underlying mechanism remains to be clarified. The pathway mediated by the receptor for advanced glycation end products (RAGE) and its ligand, high mobility group box-1 (HMGB1), which may contribute to the pathogenesis of CAV, is potentially regulated by n-3 PUFAs. Using a chronic rejection model of rat SBTx, the present study investigated whether amelioration of CAV by fish oil feeding was associated with regulation of the RAGE signaling pathway. Moreover, our previous studies also showed that feeding low-dose fish oil for 3 months had no effect. Since an relatively short duration of treatment might fail to produce a visible response, we fed low-dose fish oil for 190 postoperative days. Male inbred Lewis rats and F344 rats were used to establish a chronic rejection model of SBTx. The recipient rats were administered phosphate-buffered saline or fish oil at a daily dose of 3 mL/kg. All rats survived over 190 postoperative days. The expression of HMGB1 and RAGE increased in CAV-bearing vessels. Feeding low-dose fish oil for 6 months attenuated CAV, and significantly reduced HMGB1 and RAGE expressions, indicating beneficial effects of low-dose fish oil on CAV may occur via down-regulation of the HMGB1-RAGE pathway. Copyright © 2013 Elsevier Inc. All rights reserved.

  8. Feedback valence affects auditory perceptual learning independently of feedback probability

    OpenAIRE

    Amitay, S.; Moore, D. R.; Molloy, K.; Halliday, L. 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 wer...

  9. Feedback som tredjeordensiagttagelse

    Directory of Open Access Journals (Sweden)

    Ane Qvortrup

    2013-09-01

    Full Text Available Feedback tilskrives stor betydning for læring, men trods intensiv forskning på området synes det svært at fange, hvori feedbacks særlige potentiale består. I forsøgene på at gøre dette knyttes an til en række faktorer eller parametre, der fremhæves som centrale. En af disse faktorer er tid, hvor der kredses om forskellen mellem umiddelbar og forsinket feedback samt om fordele og ulemper ved hver af de to. I denne artikel knyttes der an til en forståelse af feedback som tredjeordensiagttagelse, og der sættes herfra fokus på, hvordan man i en praktisk undervisningssituation kan imødekomme tidsfaktoren knyttet til feedback. Med udgangspunkt i et undervisningsforløb på bachelorniveau, hvor der er arbejdet systematisk med feedback understøttet af Wikis, belyses det, hvordan et sådant arbejde synes at have potentiale for understøttelse af såvel læring som undervisning. En sådan teoretisk reflekteret belysning kan udgøre et refleksionsprogram for fremtidig planlægning af og løbende refleksion over undervisning.     The article investigates the effect of feedback on learning. Feedback has been shown to be one of the most powerful influences on achievement in education. But, in spite of much research on the matter, there is no agreement on how the special potential of feedback can be described, and consequently no agreement on what is good and bad feedback. This article sets out to rectify this omission by seeking a new theoretical framework that is sensitive to the complexity of the impact of feedback. The author propose a system theoretical frame and through its use identifies significant didactical issues. Although feedback is described as an internal, system-relative construction, when seen through a system theoretical lens different teaching environments create diverse conditions for feedback constructions. The final section of the paper explores this idea in relation to wikis.

  10. Feedback som tredjeordensiagttagelse

    Directory of Open Access Journals (Sweden)

    Ane Qvortrup

    2013-09-01

    Full Text Available Feedback tilskrives stor betydning for læring, men trods intensiv forskning på området synes det svært at fange, hvori feedbacks særlige potentiale består. I forsøgene på at gøre dette knyttes an til en række faktorer eller parametre, der fremhæves som centrale. En af disse faktorer er tid, hvor der kredses om forskellen mellem umiddelbar og forsinket feedback samt om fordele og ulemper ved hver af de to. I denne artikel knyttes der an til en forståelse af feedback som tredjeordensiagttagelse, og der sættes herfra fokus på, hvordan man i en praktisk undervisningssituation kan imødekomme tidsfaktoren knyttet til feedback. Med udgangspunkt i et undervisningsforløb på bachelorniveau, hvor der er arbejdet systematisk med feedback understøttet af Wikis, belyses det, hvordan et sådant arbejde synes at have potentiale for understøttelse af såvel læring som undervisning. En sådan teoretisk reflekteret belysning kan udgøre et refleksionsprogram for fremtidig planlægning af og løbende refleksion over undervisning.  The article investigates the effect of feedback on learning. Feedback has been shown to be one of the most powerful influences on achievement in education. But, in spite of much research on the matter, there is no agreement on how the special potential of feedback can be described, and consequently no agreement on what is good and bad feedback. This article sets out to rectify this omission by seeking a new theoretical framework that is sensitive to the complexity of the impact of feedback. The author propose a system theoretical frame and through its use identifies significant didactical issues. Although feedback is described as an internal, system-relative construction, when seen through a system theoretical lens different teaching environments create diverse conditions for feedback constructions. The final section of the paper explores this idea in relation to wikis.

  11. Strategies for effective feedback.

    Science.gov (United States)

    Kritek, Patricia A

    2015-04-01

    Provision of regular feedback to trainees on clinical performance by supervising providers is increasingly recognized as an essential component of undergraduate and graduate health sciences education; however, many individuals have not been formally trained in this pedagogical skill. At the bedside or in the clinic, effective performance feedback can be accomplished by following four key steps. Begin by setting expectations that incorporate the trainee's personal goals and external objectives. Delineate how and when you will provide feedback to the learner. Next, directly observe the trainee's performance. This can be challenging while engaged on a busy clinical service, but a focus on discrete activities or interactions (e.g., family meeting, intravascular volume assessment using bedside ultrasound, or obtaining informed consent) is helpful. The third step is to plan and prioritize the feedback session. Feedback is most effective when given in a timely fashion and delivered in a safe environment. Limit the issues addressed because learners often disengage if confronted with too many deficiencies. Finally, when delivering feedback, begin by listening to the trainee's self-evaluation and then take a balanced approach. Describe in detail what the trainee does well and discuss opportunities for improvement with emphasis on specific, modifiable behaviors. The feedback loop is completed with a plan for follow-up reassessment. Through the use of these relatively simple practices, both the trainee and teacher can have a more productive learning experience.

  12. Cure of Helicobacter pylori-positive active duodenal ulcer patients: a double-blind, multicentre, 12-month study comparing a two-week dual vs a one-week triple therapy. GISU (Interdisciplinary Group for Ulcer Study).

    Science.gov (United States)

    Di Mario, F; Battaglia, F; Dal Bò, N; Leandro, G; Benedetti, E; Bottona, E; Caroli, A; Costan-Biedo, F; De Bastiani, R; Germanà, B; Andrea Grassi, S; Madia, D; Marcon, V; Marin, R; Monica, F; Olivieri, P; Orzes, N; Pilotto, A; Ronzani, G; Saggioro, A; Tafner, G

    2000-03-01

    To compare a two-week dual therapy to a one-week triple therapy for the healing of duodenal ulcer and the eradication of the Helicobacter pylori infection. A total of 165 patients with active duodenal ulcer were enrolled in the study. At entry, endoscopy, clinical examination and laboratory tests were performed. Histology and the rapid urease test were used to diagnose Helicobacter pylori infection. Patients received either lansoprazole 30 mg plus amoxycillin 1 g bid for two weeks (two-week, dual therapy) or lansoprazole 30 mg plus amoxycillin 1 g plus tinidazole 500 mg bid for one week plus lansoprazole qd for an additional week (one-week, triple therapy). Two and twelve months after cessation of therapy, endoscopy and clinical assessments were repeated. Duodenal ulcer healing and Helicobacter pylori eradication were both significantly greater (p<0.0001) in the triple therapy group (healing: 98.6%; Helicobacter pylori cure rate: 72.6%) than in the dual therapy group (healing: 77.3%; Helicobacter pylori cure rate: 33.3%). Ulcers healed more frequently in Helicobacter pyloricured than in Helicobacter pylori-not cured patients (94.9% vs. 77.2%; p<0.0022). After one year, Helicobacter pylori eradication was re-confirmed in 46/58 patients previously treated with the triple therapy and in 10/40 patients treated with the dual therapy [p<0.0001]. Only three duodenal ulcer relapses were observed throughout follow-up: all were in Helicobacter pylori-not cured patients. Triple therapy was more effective than dual both in curing Helicobacter pylori infection and healing active duodenal ulcers. The speed of ulcer healing obtained after only 7 days of antibiotics and 14 days of proton pump inhibitors confirmed that longer periods of anti ulcer therapy were not necessary. Helicobacter pylori -not cured patients had more slowly healing ulcers which were more apt to relapse when left untreated.

  13. Language Trajectory through Corrective Feedback

    Directory of Open Access Journals (Sweden)

    S. Saber Alavi

    2016-08-01

    Full Text Available This quasi-experimental study was designed to investigate the effects of corrective feedback on SLA/EFL to determine the potential benefits of two different corrective feedback techniques, namely recasts and elicitation. The research hypotheses were: 1 Learners who are exposed to interactive focused task that requires CR will benefit more than those who are exposed to communicative activities only; 2 Elicitation will be more effective than recasts in leading to L2 development; Three intensive EFL classes in a language center in Songkhla province, Thailand were selected to participate in the study. Based on the study design, two class were assigned to the treatment conditions elicitation group and recasts group and the third was used as a control group. The treatment took place over a period of 9 meetings focusing on teaching third person singular –s morpheme and the provision of CF where it was necessary. The participants' knowledge of the intended syntantic point was tested before treatment and post tested after receiving the treatment. A multiple choice and focused-cloze reading grammar test was used in the pre-test and the post-test to evaluate the effects of the treatments on the learners' acquisition of third person singular morpheme. This classroom-based study showed that the two treatment groups benefited from CF strategies, but according to the study, elicitation group outperformed the recast one.

  14. Feedback og motivation

    DEFF Research Database (Denmark)

    Bjerresgaard, Helle

    2016-01-01

    Feedback til elever, som enten er gået midlertidigt i stå eller i værste tilfælde oplever sig selv magtesløse, skal hjælpe dem til at etablere en tro på, at de kan øve indflydelse på og være betydningsfulde for deres omgivelser. Feedback sættes ofte i forbindelse med ’læring’. I denne artikel...... påvirket af en målrettet, individuel feedback – eller manglen på samme....

  15. Six-month-old infants' interaction difficulties are mirrored in their preference for perfect contingencies.

    Science.gov (United States)

    Zmyj, Norbert; Klein-Radukic, Sarah

    2015-01-01

    During the first months of life, infants switch from a preference for perfect contingent feedback to a preference for less-than-perfect contingent feedback of their own movements. This is an indicator of increasing social interest since others provide less-than-perfect contingent feedback whereas the self provides perfect contingent feedback. We presented 117 6-month-olds with real-time and delayed video feedback of self-performed leg movements and asked parents about difficulties in various socioemotional domains. It was hypothesized that the more infants prefer real-time and therefore perfect contingent feedback over 7 s delayed and therefore perceived noncontingent feedback, the more difficulties parents will report in interaction and communication with their child. Preference for real-time feedback was related to difficulties in interaction, but not to difficulties in communication. Implications of this finding for infants' socioemotional development and health are discussed.

  16. The Effect of Giving Feedback to Students' Writing

    Directory of Open Access Journals (Sweden)

    Mochamad Zainuddin

    2004-01-01

    Full Text Available Although writing is as important as other skills such as listening, speaking, and reading, it needs more special attention. In order to write well, students need a long process to learn to write and they need continous feedback. The aim of this article is to know whether giving feedback to students' writing has a significant effect or not. Two groups of students, experimental and control, were involved. The compositions of the first group were given feedback, while those of the second group were not given feedback. The study shows that provision of feedback improves student's writing. In light of the result of the study, it is recommended that teachers provide feedback on students' writing.

  17. 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

    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...... feedback is necessary, which is useful for sustainable implementation. METHODS:: 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...... 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...

  18. 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

    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...... feedback is necessary, which is useful for sustainable implementation. METHODS:: 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...... 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...

  19. NAIP 2015 Imagery Feedback

    Data.gov (United States)

    Farm Service Agency, Department of Agriculture — The NAIP 2015 Imagery Feedback web application allows users to make comments and observations about the quality of the 2015 National Agriculture Imagery Program...

  20. NAIP 2014 Imagery Feedback

    Data.gov (United States)

    Farm Service Agency, Department of Agriculture — The NAIP 2014 Imagery Feedback map allows users to make comments and observations about the quality of the 2014 National Agriculture Imagery Program (NAIP)...

  1. Feedback in analog circuits

    CERN Document Server

    Ochoa, Agustin

    2016-01-01

    This book describes a consistent and direct methodology to the analysis and design of analog circuits with particular application to circuits containing feedback. The analysis and design of circuits containing feedback is generally presented by either following a series of examples where each circuit is simplified through the use of insight or experience (someone else’s), or a complete nodal-matrix analysis generating lots of algebra. Neither of these approaches leads to gaining insight into the design process easily. The author develops a systematic approach to circuit analysis, the Driving Point Impedance and Signal Flow Graphs (DPI/SFG) method that does not require a-priori insight to the circuit being considered and results in factored analysis supporting the design function. This approach enables designers to account fully for loading and the bi-directional nature of elements both in the feedback path and in the amplifier itself, properties many times assumed negligible and ignored. Feedback circuits a...

  2. The Value of Feedback in Decentralized Detection

    CERN Document Server

    Tay, Wee Peng

    2011-01-01

    We consider the decentralized binary hypothesis testing problem in networks with feedback, where some or all of the sensors have access to compressed summaries of other sensors' observations. We study certain two-message feedback architectures, in which every sensor sends two messages to a fusion center, with the second message based on full or partial knowledge of the first messages of the other sensors. We also study one-message feedback architectures, in which each sensor sends one message to a fusion center, with a group of sensors having full or partial knowledge of the messages from the sensors not in that group. Under either a Neyman-Pearson or a Bayesian formulation, we show that the asymptotically optimal (in the limit of a large number of sensors) detection performance (as quantified by error exponents) does not benefit from the feedback messages, if the fusion center remembers all sensor messages. However, feedback can improve the Bayesian detection performance in the one-message feedback architect...

  3. 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.

  4. Feedback and rewards, part II: formal and informal feedback reviews.

    Science.gov (United States)

    Harolds, Jay

    2013-02-01

    There are 2 major classes of feedback. One class of feedback consists of the informal, numerous conversations between various people in the organization regarding the performance, behavior, and goals of an individual. Another class of feedback consists of formal reviews held once or twice a year between a supervisor and an individual. This article discusses both types of feedback.

  5. Quantifying Contributions of Climate Feedbacks to Global Warming Pattern Formation

    Science.gov (United States)

    Song, X.; Zhang, G. J.; Cai, M.

    2013-12-01

    The ';';climate feedback-response analysis method'' (CFRAM) was applied to the NCAR CCSM3.0 simulation to analyze the strength and spatial distribution of climate feedbacks and to quantify their contributions to global and regional surface temperature changes in response to a doubling of CO2. Instead of analyzing the climate sensitivity, the CFRAM directly attributes the temperature change to individual radiative and non-radiative feedbacks. The radiative feedback decomposition is based on hourly model output rather than monthly mean data that are commonly used in climate feedback analysis. This gives a more accurate quantification of the cloud and albedo feedbacks. The process-based decomposition of non-radiative feedback enables us to understand the roles of GCM physical and dynamic processes in climate change. The pattern correlation, the centered root-mean-square (RMS) difference and the ratio of variations (represented by standard deviations) between the partial surface temperature change due to each feedback process and the total surface temperature change in CCSM3.0 simulation are examined to quantify the roles of each feedback process in the global warming pattern formation. The contributions of climate feedbacks to the regional warming are also discussed.

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

    Directory of Open Access Journals (Sweden)

    İlknur Yüksel

    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 reflective 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 reflection skills that were fostered as a result of collaboration within the peer group.

  7. 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.

  8. Going Full Circle With Teacher Feedback

    Directory of Open Access Journals (Sweden)

    Jo-Anne L. Manswell Butty

    2015-07-01

    Full Text Available Research on the evaluation of early childhood programs focuses mainly on its outcomes rather than its process with often little attention given to the role that feedback to teachers in pre-kindergarten (pre-k programs plays in the larger cycle of the evaluation process. This article provides a case example of a multiyear evaluation of community-based pre-k programs serving about 360 three- and four-year old children over a 5-year period in the District of Columbia. The Closing the Loop Evaluation Model proposed represents a responsive evaluation approach that illustrates the interconnected interactions between teacher feedback during the evaluation process and two supporting evaluation methodologies that emphasize social justice and utility. Findings from the case example highlight the responsive evaluation approach, feedback process, and ensuing conceptual and instrumental changes that occurred among stakeholders from whole-group feedback to small-group “report card” meetings with add-ons such as technical assistance, teacher-generated action plans, and teacher follow-up and feedback to close the evaluation loop. The authors discuss lessons learned about the evaluation process from the case example around aspects of feedback, including timing, audience, and function. Findings highlight the importance of feedback being timely and prompt, high quality in focus and content, non-punitive, collaborative, concise, and useful. The authors conclude that an evaluation process that includes teacher feedback, couched in social justice and utility, can have positive outcomes for all stakeholders and will likely lead to higher quality early childhood education programs.

  9. Peer feedback content and sender's competence level in academic writing revision tasks : Are they critical for feedback perceptions and efficiency?

    NARCIS (Netherlands)

    Strijbos, Jan-Willem; Narciss, Susanne; Duennebier, Katrin

    2010-01-01

    Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general

  10. Analyses of the rate of decline in stimulated c-peptide 12 months after diagnosis in children with newly diag-nosed type 1 diabetes. results from the Hvidoere study group on childhood diabetes

    DEFF Research Database (Denmark)

    Andersen, Marie Louise Max; Porksen, S.; Nielsen, L.B.

    2010-01-01

    Objectives: Direct measurement of C-peptide has been recommended to provide the most appropriate primary outcome in trials evaluating the efficacy of therapies to preserve beta-cell function. The aim of the present study was to quantitatively characterize the natural history of disease progression...... as assessed by stimulated C-peptide the first 12 months after diagnosis in children with new onset T1D in two independent cohorts collected over a time interval of 6 years. Furthermore the purpose was to assess whether the natural history of disease has changed over time. Materials and methods...... for both cohorts was calculated to 8.0 ± 0.7%/ month.This is in the same range as the value reported of 0.019 nmol/l/month (1982-1985) by Wallensteen corresponding to a relative change of 9.5%/month. Conclusion: Thus, the natural history of disease progression during the first 12 months after diagnosis has...

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

    Science.gov (United States)

    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.

  12. Attainment and retention of force moderation following laparoscopic resection training with visual force feedback.

    Science.gov (United States)

    Hernandez, Rafael; Onar-Thomas, Arzu; Travascio, Francesco; Asfour, Shihab

    2017-04-14

    Laparoscopic training with visual force feedback can lead to immediate improvements in force moderation. However, the long-term retention of this kind of learning and its potential decay are yet unclear. A laparoscopic resection task and force sensing apparatus were designed to assess the benefits of visual force feedback training. Twenty-two male university students with no previous experience in laparoscopy underwent relevant FLS proficiency training. Participants were randomly assigned to either a control or treatment group. Both groups trained on the task for 2 weeks as follows: initial baseline, sixteen training trials, and post-test immediately after. The treatment group had visual force feedback during training, whereas the control group did not. Participants then performed four weekly test trials to assess long-term retention of training. Outcomes recorded were maximum pulling and pushing forces, completion time, and rated task difficulty. Extreme maximum pulling force values were tapered throughout both the training and retention periods. Average maximum pushing forces were significantly lowered towards the end of training and during retention period. No significant decay of applied force learning was found during the 4-week retention period. Completion time and rated task difficulty were higher during training, but results indicate that the difference eventually fades during the retention period. Significant differences in aptitude across participants were found. Visual force feedback training improves on certain aspects of force moderation in a laparoscopic resection task. Results suggest that with enough training there is no significant decay of learning within the first month of the retention period. It is essential to account for differences in aptitude between individuals in this type of longitudinal research. This study shows how an inexpensive force measuring system can be used with an FLS Trainer System after some retrofitting. Surgical

  13. Feedback and rewards, Part I: Introduction to effective feedback.

    Science.gov (United States)

    Harolds, Jay A

    2013-01-01

    This series of articles discusses conversations regarding feedback. Feedback can include input from numerous sources, including one's supervisor, peers, subordinates, suppliers, customers, patients, and/or society members. Effective feedback is very important to the operation of any organization and to the growth of the individual. However, feedback done poorly does not appear to be rare and can be highly destructive to all. A variety of tips on how to do feedback well are included in this article.

  14. Monthly Weather Review

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Supplements to the Monthly Weather Review publication. The Weather Bureau published the Monthly weather review Supplement irregularly from 1914 to 1949. The...

  15. Proposing Chinese Pharmacists Month

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    @@ Dear Pharmacists: Today I would like to share with you about the American Pharmacists Month which is celebrated in October every year.This month-long observance is promoted by American Pharmacist Association.

  16. Multi-month prescriptions, fast-track refills, and community ART groups: results from a process evaluation in Malawi on using differentiated models of care to achieve national HIV treatment goals.

    Science.gov (United States)

    Prust, Margaret L; Banda, Clement K; Nyirenda, Rose; Chimbwandira, Frank; Kalua, Thokozani; Jahn, Andreas; Eliya, Michael; Callahan, Katie; Ehrenkranz, Peter; Prescott, Marta R; McCarthy, Elizabeth A; Tagar, Elya; Gunda, Andrews

    2017-07-21

    In order to facilitate scale-up of antiretroviral therapy (ART) in Malawi, innovative and pragmatic models have been developed to optimize the efficiency of HIV service delivery. In particular, three models of differentiated care have emerged for stable patients: adjusted appointment spacing through multi-month scripting (MMS); fast-track drug refills (FTRs) on alternating visits; and community ART groups (CAGs) where group members rotate in collecting medications at the facility for all members. This study aimed to assess the extent to which ART patients in Malawi are differentiated based on clinical stability and describe the characteristics and costs associated with the models of differentiated care offered. A mixed methods process evaluation was conducted from 30 purposefully selected ART facilities. Cross-sectional data for this evaluation was collected between February and May 2016. The following forms of data collection are reported here: structured surveys with 136 health care workers; reviews of 75,364 patient clinical records; 714 observations of visit time and flow; and 30 questionnaires on facility characteristics. Among ART patients, 77.5% (95% confidence interval [CI] 74.1-80.6) were eligible for differentiated models of care based on criteria for clinical stability from national guidelines. Across all facilities, 69% of patients were receiving MMS. In facilities offering FTRs and CAGs, 67% and 6% of patients were enrolled in the models, respectively. However, eligibility criteria were used inconsistently: 72.9% (95% CI 66.3-78.6) of eligible patients and 42.3% (95% CI 33.1-52.0) ineligible patients received MMS. Results indicated that patient travel and time costs were reduced by 67%, and the unit costs of ART service delivery through the MMS, FTR and CAG models were similar, representing a reduction of approximately 10% in the annual unit cost of providing care to stable patients that receive no model. MMS is being implemented nationally and has

  17. Feedback: Now with Physics

    Science.gov (United States)

    Hopkins, Philip F.; Quataert, Eliot; Faucher-Giguere, Claude-Andre; Keres, Dusan; Wetzel, Andrew R.; Murray, Norman W.

    2017-01-01

    The most fundamental unsolved problems in galaxy formation revolve around "feedback" from massive stars and black holes. In the last few years, a new generation of theoretical models have emerged which combine new numerical methods and physics in an attempt to realistically model the diverse physics of the interstellar medium, star formation, and feedback from super-massive black holes and massive stars (winds, jets, SNe, and radiation). These mechanisms lead to 'self-regulated' galaxy and star formation, in which global correlations such as the Schmidt-Kennicutt law, the inefficiency of star formation, and the stellar mass function -- emerge naturally. Within galaxies, feedback regulates the structure of the interstellar medium, and many observed properties of the ISM, star formation, and galaxies can be understood as a fundamental consequence of super-sonic turbulence in a rapidly cooling, self-gravitating medium. But feedback also produces galactic super-winds that can dramatically alter the cosmological evolution of galaxies, change the nature of dark matter cores and ‘cusps’, and re-structure the circum-galactic and inter-galactic medium. These winds depend non-linearly on multiple feedback mechanisms in a way that explains why they have been so difficult to model in previous "sub-grid" approaches. This resolves long-standing problems in understanding even apparently "simple" galaxy properties like the mass-metallicity relation. Finally, I'll discuss where feedback fails, and where either additional, exotic physics, or new, previously-dismissed feedback mechanisms, may be needed to explain observations.

  18. developing skills of giving and receiving feedbacks between ...

    African Journals Online (AJOL)

    User

    One of the strategies to improve quality of teaching and learning at training institutes could be by developing the skill of giving and receiving feedbacks among the individuals involved in the training .... the two groups; one group of students and.

  19. Feedback control of quantum system

    Institute of Scientific and Technical Information of China (English)

    DONG Dao-yi; CHEN Zong-hai; ZHANG Chen-bin; CHEN Chun-lin

    2006-01-01

    Feedback is a significant strategy for the control of quantum system.Information acquisition is the greatest difficulty in quantum feedback applications.After discussing several basic methods for information acquisition,we review three kinds of quantum feedback control strategies:quantum feedback control with measurement,coherent quantum feedback,and quantum feedback control based on cloning and recognition.The first feedback strategy can effectively acquire information,but it destroys the coherence in feedback loop.On the contrary,coherent quantum feedback does not destroy the coherence,but the capability of information acquisition is limited.However,the third feedback scheme gives a compromise between information acquisition and measurement disturbance.

  20. 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.

  1. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    by subconscious (subliminal) augmented visual feedback on motor performance. To test this, 45 subjects participated in the experiment, which involved learning of a ballistic task. The task was to execute simple ankle plantar flexion movements as quickly as possible within 200 ms and to continuously improve...... ballistic rate of force development (RFD) throughout a series of 40 trials. Following each trial subjects were provided visual augmented feedback on their performance in the form of dots presented on a monitor. The y-axis amplitude of the dots represented the obtained RFD. Participants were individually...... received supraliminal as compared to subliminal feedback. In the 0 ms feedback group motor performance increased only slightly indicating an important role of augmented feedback in learning the ballistic task. In the two groups who received subliminal feedback none of the subjects were able to tell what...

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

    Science.gov (United States)

    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.

  3. The effect of written corrective feedback on grammatical accuracy of EFL students: An improvement over previous unfocused designs

    Directory of Open Access Journals (Sweden)

    Mobin Khanlarzadeh

    2016-07-01

    Full Text Available The effectiveness of written corrective feedback (WCF in the improvement of language learners' grammatical accuracy has been a topic of interest in SLA studies for the past couple of decades. The present study reports the findings of a three-month study investigating the effect of direct unfocused WCF on the grammatical accuracy of elementary students in an EFL context. The researchers selected two intact classes totaling 33 students, and assigned each to a direct feedback group (n = 16 and a control group (n = 17. The students produced eight pieces of writing (a pretest, three writing tasks along with their revisions, and a posttest from which their grammatical accuracy was obtained. The results indicated that while the experimental group significantly outperformed the control group in the revision of the three writing tasks, no significant difference was found when the two groups produced a new piece of writing after a one-month interval. The study concludes that accuracy improvement caused by unfocused WCF during the revision process does not extend to EFL learners' future writing when no feedback is available, at least at the elementary level.

  4. Global climate feedbacks

    Energy Technology Data Exchange (ETDEWEB)

    Manowitz, B.

    1990-10-01

    The important physical, chemical, and biological events that affect global climate change occur on a mesoscale -- requiring high spatial resolution for their analysis. The Department of Energy has formulated two major initiatives under the US Global Change Program: ARM (Atmospheric Radiation Measurements), and CHAMMP (Computer Hardware Advanced Mathematics and Model Physics). ARM is designed to use ground and air-craft based observations to document profiles of atmospheric composition, clouds, and radiative fluxes. With research and models of important physical processes, ARM will delineate the relationships between trace gases, aerosol and cloud structure, and radiative transfer in the atmosphere, and will improve the parameterization of global circulation models. The present GCMs do not model important feedbacks, including those from clouds, oceans, and land processes. The purpose of this workshop is to identify such potential feedbacks, to evaluate the uncertainties in the feedback processes (and, if possible, to parameterize the feedback processes so that they can be treated in a GCM), and to recommend research programs that will reduce the uncertainties in important feedback processes. Individual reports are processed separately for the data bases.

  5. TUNE FEEDBACK AT RHIC

    Energy Technology Data Exchange (ETDEWEB)

    CAMERON,P.; CERNIGLIA,P.; CONNOLLY,R.; CUPOLO,J.; DAWSON,W.C.; DEGEN,C.; DELLAPENNA,A.; DELONG,J.; DREES,A.; HUHN,A.; KESSELMAN,M.; MARUSIC,A.; OERTER,B.; MEAD,J.; SCHULTHEISS,C.; SIKORA,R.; VAN ZEIJTS,J.

    2001-06-18

    Preliminary phase-locked loop betatron tune measurement results were obtained during RHIC 2000 with a resonant Beam Position Monitor. These results suggested the possibility of incorporating PLL tune measurement into a tune feedback system for RHIC 2001. Tune feedback is useful in a superconducting accelerator, where the machine cycle time is long and inefficient acceleration due to resonance crossing is not comfortably tolerated. This is particularly true with the higher beam intensities planned for RHIC 2001. We present descriptions of a PLL tune measurement system implemented in the DSP/FPGA environment of a RHIC BPM electronics module and the feedback system into which the measurement is incorporated to regulate tune. In addition, we present results from the commissioning of this system during RHIC 2001.

  6. Use of calcium, folate, and vitamin D₃-fortified milk for 6 months improves nutritional status but not bone mass or turnover, in a group of Australian aged care residents.

    Science.gov (United States)

    Grieger, Jessica A; Nowson, Caryl A

    2009-07-01

    In residential care, inadequate calcium and folate intakes and low serum vitamin D (25(OH)D) concentrations are common. We assessed whether daily provision of calcium, folate, and vitamin D₃-fortified milk for 6 months improved nutritional status (serum micronutrients), bone quality (heel ultrasound), bone turnover markers (parathyroid hormone, C-terminal collagen I telopeptide, terminal propeptide of type I procollagen), and/or muscle strength and mobility in a group of Australian aged care residents. One hundred and seven residents completed the study (mean (SD) age: 79.9 (10.1) years; body weight: 68.4 (15.4) kg). The median (inter-quartile range) volume of fortified milk consumed was 160 (149) ml/day. At the end of the study, the median daily vitamin D intake increased to 10.4 (8.7) μg (P < .001), which is 70% of the adequate intake (15 μg); and calcium density (mg/MJ) was higher over the study period compared with baseline (161 ± 5 mg/MJ vs. 142 ± 4 mg/MJ, P < .001). Serum 25(OH)D concentrations increased by 23 ± 2 nmol/L (83 (107)%, P < .001), yet remained in the insufficient range (mean 45 ± 2 nmol/L). Consumption of greater than the median intake of milk (160 ml/day) (n = 54, 50%) increased serum 25(OH)D levels into the adequate range (53 ± 2 nmol/L) and reduced serum parathyroid hormone by 24% (P = .045). There was no effect on bone quality, bone turnover markers, muscle strength, or mobility. Consumption of fortified milk increased dietary vitamin D intake and raised serum 25(OH)D concentrations, but not to the level thought to reduce fracture risk. If calcium-fortified milk also was used in cooking and milk drinks, this approach could allow residents to achieve a dietary calcium intake close to recommended levels. A vitamin D supplement would be recommended to ensure adequate vitamin D status for all residents.

  7. Climate forcings and feedbacks

    Science.gov (United States)

    Hansen, James

    1993-01-01

    Global temperature has increased significantly during the past century. Understanding the causes of observed global temperature change is impossible in the absence of adequate monitoring of changes in global climate forcings and radiative feedbacks. Climate forcings are changes imposed on the planet's energy balance, such as change of incoming sunlight or a human-induced change of surface properties due to deforestation. Radiative feedbacks are radiative changes induced by climate change, such as alteration of cloud properties or the extent of sea ice. Monitoring of global climate forcings and feedbacks, if sufficiently precise and long-term, can provide a very strong constraint on interpretation of observed temperature change. Such monitoring is essential to eliminate uncertainties about the relative importance of various climate change mechanisms including tropospheric sulfate aerosols from burning of coal and oil smoke from slash and burn agriculture, changes of solar irradiance changes of several greenhouse gases, and many other mechanisms. The considerable variability of observed temperature, together with evidence that a substantial portion of this variability is unforced indicates that observations of climate forcings and feedbacks must be continued for decades. Since the climate system responds to the time integral of the forcing, a further requirement is that the observations be carried out continuously. However, precise observations of forcings and feedbacks will also be able to provide valuable conclusions on shorter time scales. For example, knowledge of the climate forcing by increasing CFC's relative to the forcing by changing ozone is important to policymakers, as is information on the forcing by CO2 relative to the forcing by sulfate aerosols. It will also be possible to obtain valuable tests of climate models on short time scales, if there is precise monitoring of all forcings and feedbacks during and after events such as a large volcanic eruption

  8. Multisource feedback and self-assessment of the communicator, collaborator, and professional CanMEDS roles for diagnostic radiology residents.

    Science.gov (United States)

    Probyn, Linda; Lang, Catherine; Tomlinson, George; Bandiera, Glen

    2014-11-01

    To develop a tool for the external and self-evaluation of residents in the Communicator, Collaborator, and Professional CanMEDS roles. An academic teaching institution affiliated with 4 major urban hospitals conducted a survey that involved 46 residents and 216 hospital staff members. Residents selected at least 13 external evaluators from different categories (including physicians, nurses or technologists, peers or fellows, and support staff members) from their last 6 months of rotations. The external evaluators and residents answered 4 questions that pertained to each of the 3 CanMEDS roles being assessed. The survey results were analysed for feasibility, variance within and between rater groups, and the relationships between multisource and self-evaluation scores, and between multisource feedback and in-training evaluation report scores. The multisource feedback survey had an overall response rate of 73% with 683 evaluations sent out to 216 unique evaluators. The ratings from different groups of evaluators were only weakly correlated. Residents were most likely to receive their best rating from a collaborating physician and their worst rating from a site secretary or a program assistant. Generally, self-assessment scores were significantly lower than multisource feedback scores. Although there was a strong correlation within the multisource feedback data and within the in-training evaluation report data, there was a weak correlation among the data sets. Multisource feedback provides useful feedback and scores that relate to critical CanMEDS roles that are not necessarily reflected in a resident's in-training evaluation report. The self-assessment feature of multisource feedback permits a resident to compare the accuracy of his or her assessments to improve their life-long learning skills. Copyright © 2014 Canadian Association of Radiologists. Published by Elsevier Inc. All rights reserved.

  9. 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

  10. COMMISSIONING AND DETECTOR PERFORMANCE GROUPS (DPG)

    CERN Multimedia

    D. Acosta

    Run coordination and DPG The activities of the DPGs in the last six months have included the completion of publications (and many internal notes) on the data collected during CRAFT08 exercise, continuation of these studies with CRAFT09 data, and finally the first workflows and prompt feedback on 2009 LHC beam data. The level of readiness of the DPG prompt feedback groups is quite high, as first results from the early November “beam splash” data were shown to CMS within 24 hours of the first LHC beam. Moreover, results from the first collisions at 900 GeV were presented publicly three days afterward on November 26th. The CRAFT09 cosmic data taking period provided an opportunity to commission the calibration and alignment workflows on large data samples using the same software release series intended for the first LHC data, and to demonstrate routine operation of alignment and calibration workflows under production conditions. Significantly, the "prompt calibration loop" wa...

  11. Feedback i undervisningen

    DEFF Research Database (Denmark)

    Kirkegaard, Preben Olund

    2015-01-01

    undervisningsdifferentiering, feedback på læreprocesser, formativ og summativ evaluering, observationer og analyse af undervisning samt lærernes teamsamarbejde herom. Praktikken udgør et særligt læringsrum i læreruddannelsen. Samspillet mellem studerende, praktiklærere og undervisere giver den studerende en unik mulighed...

  12. Feedback and Prior Achievement.

    Science.gov (United States)

    Hyman, Cynthia; Tobias, Sigmund

    The hypothesis that feedback in programmed instruction is an important variable in the learning of novel, but not familiar, content was investigated. A linear, constructed response program dealing with the Sabbath rituals in the synagogue was chosen due to wide variability in student familiarity with this topic. Subjects were randomly assigned to…

  13. Review of Assessment Feedback

    Science.gov (United States)

    Li, Jinrui; De Luca, Rosemary

    2014-01-01

    This article reviews 37 empirical studies, selected from 363 articles and 20 journals, on assessment feedback published between 2000 and 2011. The reviewed articles, many of which came out of studies in the UK and Australia, reflect the most current issues and developments in the area of assessing disciplinary writing. The article aims to outline…

  14. Maximizing the motivational impact of feedback of lung cancer susceptibility on smokers' desire to quit.

    Science.gov (United States)

    McBride, C M; Halabi, S; Bepler, G; Lyna, P; McIntyre, L; Lipkus, I; Albright, J; O'Briant, K

    2000-01-01

    This two-by-two factorially designed study evaluate approaches for communicating feedback of lung cancer susceptibility to smokers as a method for motivating smoking cessation. The study factors were: method of communicating feedback (by mail with telephone follow-up or in-person) and carbon monoxide feedback (yes or no). One-hundred-forty-four smokers were stratified on race and randomized to one of four conditions. Participants were surveyed at baseline and 2-month follow-up. Polymerase chain reaction (PCR) testing for the absence of the glutathione S transferase mu (GSTM1) gene was the susceptibility marker. Regardless of counseling method or carbon monoxide (CO) feedback, the majority (90%) of smokers accurately recalled the test result and 66% accurately interpreted the meaning of the test result. Smokers who received their result in person were significantly less likely to have read the result booklet than those in the telephone counseling group (OR = .28, 95%; CI .12-.62; p motivate smoking cessation is warranted.

  15. An Investigation of the Effects of Three Post-writing Methods: Focused Feedback, Learner-oriented Focused Feedback, and No Feedback

    Directory of Open Access Journals (Sweden)

    Mozhgan Jamali

    2014-09-01

    Full Text Available There have been inconclusive results regarding the issue of feedback and no feedback to student compositions. The present study investigated potential differences in the effect, on writing accuracy, of focused meta-linguistic feedback, learner-oriented focused meta-linguistic feedback, and mere writing practice on overall accuracy in Iranian EFL writings. Because of dramatic student attrition and two failures in the data collection phase which was due to lack of student commitment to performing the tasks, the study involved three groups: a experimental A (33→9 who wrote on topics, received feedback, and kept edit logs and error tally sheets; b experimental B (33→7 who only received feedback; and c control (33→6 who merely wrote on topics. The results indicated that all the three methods are almost equally ineffective to accuracy improvement of student writings in the targeted areas, thus refuting claims for the effectiveness of both feedback and no feedback methods. Keywords: focused CF; meta-linguistic feedback; writing accuracy

  16. Progress report, 24 months

    DEFF Research Database (Denmark)

    Juhl, Thomas Winther; Nielsen, Jakob Skov

    The work performed during the past 12 months (months 13 – 24) of the project has included the conclusion of Task 1 – Fundamental Studies and Task 2 – Multimirror Cutting Head Design. Work on Task 3 – Compact Cutting Head Design, and Task 4 – Interface Design has been carried out and the tests...... of the multimirror cutting head have been started....

  17. Progress report, 36 months

    DEFF Research Database (Denmark)

    Juhl, Thomas Winther; Nielsen, Jakob Skov

    The work performed during the past 12 months (months 13 – 24) of the project has included the conclusion of Task 1 – Fundamental Studies and Task 2 – Multimirror Cutting Head Design. Work on Task 3 – Compact Cutting Head Design, and Task 4 – Interface Design has been carried out and the tests...... of the multimirror cutting head have been started....

  18. Progress report, 36 months

    DEFF Research Database (Denmark)

    Juhl, Thomas Winther; Nielsen, Jakob Skov

    The work performed during the past 12 months (months 13 – 24) of the project has included the conclusion of Task 1 – Fundamental Studies and Task 2 – Multimirror Cutting Head Design. Work on Task 3 – Compact Cutting Head Design, and Task 4 – Interface Design has been carried out and the tests of ...

  19. Progress report, 24 months

    DEFF Research Database (Denmark)

    Juhl, Thomas Winther; Nielsen, Jakob Skov

    The work performed during the past 12 months (months 13 – 24) of the project has included the conclusion of Task 1 – Fundamental Studies and Task 2 – Multimirror Cutting Head Design. Work on Task 3 – Compact Cutting Head Design, and Task 4 – Interface Design has been carried out and the tests of ...

  20. The effect of short term neo-adjuvant androgen deprivation on erectile function in patients treated with external beam radiotherapy for localised prostate cancer: an analysis of the 4- versus 8-month randomised trial (Irish Clinical Oncology Research Group 97-01).

    LENUS (Irish Health Repository)

    Daly, Patricia E

    2012-07-01

    Erectile dysfunction is a common consequence of external beam radiotherapy (EBRT) for prostate cancer. The addition of neo-adjuvant androgen deprivation (NAD) has an indeterminate additive effect. We examined the long-term effect on erectile function (EF) of two durations (4 months: arm 1 and 8 months: arm 2) of NAD prior to radiation (RT) for patients with localised prostate cancer from the Irish Clinical Oncology Research Group (ICORG 97-01) 4- versus 8-month trial. In this study we aimed to (1) analyse the overall effect on EF of NAD in an EBRT population, (2) compare the probability of retained EF over time in an EBRT population treated with either 4 or 8 months of NAD and (3) identify any variables such as risk group and age which may have an additive detrimental effect. This analysis provides unique long term follow up data.

  1. The Use of Freshmen Seminar Programs to Deliver Personalized Feedback

    Science.gov (United States)

    Henslee, Amber M.; Correia, Christopher J.

    2009-01-01

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

  2. 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)

  3. From "Plodder" to "Creative": Feedback in Teacher Education

    Science.gov (United States)

    Kurtoglu-Hooton, Nur

    2016-01-01

    This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback--namely, confirmatory feedback--can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one…

  4. Efficacy and tolerability of the long-acting somatostatin analog lanreotide in acromegaly. A 12-month multicenter study of 58 acromegalic patients. French Multicenter Study Group on Lanreotide in Acromegaly.

    Science.gov (United States)

    Chanson, P; Leselbaum, A; Blumberg, J; Schaison, G

    2000-05-01

    To determine the effects of the new somatostatin analogue, lanreotide, in its prolonged released form (PR), in patients with acromegaly. Prospective open multicenter non comparative study. Thirty-three university-affiliated medical centers. One hundred sixteen acromegalic patients with active disease, of whom 58 patients complied with the protocol and completed the 12-month period treatment. Lanreotide PR treatment was started at a dose of 30 mg intramuscularly every 14 days. If integrated mean plasma GH levels were not below 5 micrograms/L and/or IGF-I levels were not normalized after one month of treatment, injections were given every 10 days. The duration of the study was 12 months. After one month of treatment mean plasma GH and IGF-I levels had fallen from 10.7 +/- 11.1 micrograms/L (mean +/- SD; range, 2.6-74.8 micrograms/L; median, 7 micrograms/L) and 718 +/- 270 micrograms/L (range 338-1440 micrograms/L; median, 645 micrograms/L), respectively, to 7.8 +/- 10.1 micrograms/L and 575 +/- 252 micrograms/L, respectively. Thirty patients (22%) had plasma GH levels below 2.5 micrograms/L, and 8 patients (16%) had age-adjusted normal plasma IGF-I levels. At the sixth month of treatment mean plasma GH levels of 2.5 micrograms/L or less, and normal plasma IGF-I levels were observed in 33%, and 33% of patients, respectively. At the twelvth month of treatment, these percentages were 41%, and 41%, respectively. The interval between two injections was shortened (one injection every 10 days) in 8 of the 58 patients (13%) at the second month of treatment, and at the end of the study, 70% of patients required 3 injections per month. The most frequent adverse event elicited by enquiry was transient diarrhea (76% of patients), followed by abdominal pain (62%) and pain at the injection site (59%). Based on the analysis of a subgroup of 46 patients who had at least a measurement of fecal fat content after day 0 of the study, a non significant increase (from 4.2 +/- 3.4 to 5

  5. The effect of direct and indirect corrective feedback on students’ spelling errors

    OpenAIRE

    Baleghizadeh Sasan; Dadashi Mehdi

    2011-01-01

    The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students’ spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students’ written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in Iran. Forty-four male students in two groups, one from School A (the direct feedback group) and the other from School B (the indirect feedb...

  6. 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.

  7. "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…

  8. Online feedback op schriftelijk werk: betere feedback in minder tijd.

    NARCIS (Netherlands)

    van den Berg, B.A.M.|info:eu-repo/dai/nl/288125797; van der Hulst, M.E.

    2015-01-01

    Feedback is a powerful teaching technic to raise students’ performance, provided that the feedback is informative on how to improve, is given in a timely manner and students have the opportunity to act upon it. Therefore, many institutions want their students to receive feedback on their performance

  9. Online feedback op schriftelijk werk: betere feedback in minder tijd.

    NARCIS (Netherlands)

    van den Berg, B.A.M.; van der Hulst, M.E.

    2015-01-01

    Feedback is a powerful teaching technic to raise students’ performance, provided that the feedback is informative on how to improve, is given in a timely manner and students have the opportunity to act upon it. Therefore, many institutions want their students to receive feedback on their performance

  10. Using physiological monitoring data for performance feedback: an initiative using thermoregulation metrics.

    Science.gov (United States)

    Görges, Matthias; West, Nicholas C; Whyte, Simon D

    2017-03-01

    Feedback of performance data can improve professional practice and outcomes. Vital signs are not routinely used for quality improvement because of their limited access. Intraoperative hypothermia has been associated with deleterious effects, including surgical site infections and bleeding. We speculated that providing feedback could help keep temperature monitoring and management a priority in the anesthesiologist's mind, thereby improving perioperative temperature management. We hypothesized that feedback on thermoregulation metrics, without changes in policy, could reduce temperature-monitoring delays at the start of scoliosis correction surgery. Although our tertiary pediatric centre does not have an anesthesia information management system, vital signs for all surgical cases are recorded in real time. Temperature data from children undergoing spine surgery are extracted from a vital signs databank and analyzed using MATLAB. Spine team anesthesiologists are provided with both team and individualized feedback regarding two variables: the percentage of time that patients are hypothermic and the time delay from the start of the case to the first temperature monitoring (our primary outcome). These data are shared every six months as run charts for the entire group and as anonymized (coded) box-and-whisker plots for each anesthesiologist. This feedback of temperature-delay data reduced the median [interquartile range] delay from 39.0 [18.7-61.5] min to 14.4 [10.8-22.9] min (median reduction, 21.8 min; 95% confidence interval, 14.9 to 28.2; P thermoregulation management improved both group and individual performances as measured by significant, sustained reductions in temperature-monitoring delays. Thus, intraoperative vital signs data may improve the quality of, and reduce the variability in, anesthetic practice.

  11. Teaching suturing and knot-tying skills to medical students: a randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback.

    Science.gov (United States)

    Xeroulis, George J; Park, Jason; Moulton, Carol-Anne; Reznick, Richard K; Leblanc, Vicki; Dubrowski, Adam

    2007-04-01

    We carried out a prospective, randomized, 4-arm study including control arm, blinding of examiners to determine effectiveness of computer-based video instruction (CBVI) and different types of expert feedback (concurrent and summary) on learning of a basic technical skill. Using bench models, participants were pre-tested on a suturing and instrument knot-tying skill after viewing an instructional video. The students were subsequently assigned randomly to 4 practice conditions: no additional intervention (control), self study with CBVI, expert feedback during practice trials (concurrent feedback), and expert feedback after practice trials (summary feedback). All participants underwent 19 trials of practice, over 1 hour, in their assigned training condition. The effectiveness of training was assessed both at an immediate post-test and 1 month later at a retention test. Performance was evaluated using both expert-based (Global Rating Scores) and computer-based assessment (Hand Motion Analysis). Data were analyzed using repeated-measures ANOVA. There were no differences in GRS between groups at pre-test. The CBVI, concurrent feedback and summary feedback methods were equally effective initially for the instruction of this basic technical skill to naive medical students and displayed better performance than control (control, 12.71 [10.79 to 14.62]; CBVI, 16.39 [14.38 to 18.40]; concurrent, 16.97 [15.79 to 18.15]; summary, 16.09 [13.57 to 18.62]; P .05). Our study showed that CBVI can be as effective as summary expert feedback in the instruction of basic technical skills to medical students. Thoughtfully incorporated into technical curricula, CBVI can make efficient use of faculty time and serve as a useful pedagogic adjunct for basic skills training. Additionally, our study provides evidence supporting an increased role of summary feedback to effectively train novices in technical skills.

  12. A novel Minute Feedback System for medical students.

    Science.gov (United States)

    Hughes, David T; Leininger, Lisa; Reddy, Rishindra M; Sandhu, Gurjit; Ryszawa, Susan; Englesbe, Michael

    2017-02-01

    Medical students often report a lack of timely, useful feedback during clerkship rotations. The purpose of this study was to develop a novel Minute Feedback System and determine whether it would generate frequent, high quality, documented feedback for students during the third year surgery clerkship. The Minute Feedback System was created using the Qualtrics(©) survey software platform and piloted with surgery clerkship students. These students were surveyed about the frequency and quality of feedback and their overall rating of the surgery clerkship and compared to students who did not use the feedback system. The initial pilot of the Minute Feedback System involved 6/34 M3 surgery clerkship students and generated a total of 70 unique comments from faculty and residents over 3 weeks. When the 6 pilot students were compared to the 28 students without access to the Minute Feedback System, they respectively rated the frequency of feedback 4.50 vs 2.83 (p < 0.01); the quality of feedback 4.70 vs 3.33 (p < 0.01) and the overall rating of the surgery clerkship 4.67 vs 4.05 (p < 0.01) higher. The system was then made available to all students on the M3 surgery clerkship (n = 31) over the subsequent 2 month rotation. 354 unique feedback comments were generated from 399 student requests (89% response rate). Students using the Minute Feedback System (n = 31) compared to students in the previous academic year without (n = 170) rated the quality of feedback (3.76 vs 3.4, p < 0.01), that feedback was provided during clerkship (100% vs 90%, p < 0.01) and the overall quality of the clerkship (3.94 vs 3.87, p = 0.2) higher. The novel Minute Feedback System allows for frequent, timely, useful and documented feedback to medical students. Copyright © 2016 Elsevier Inc. All rights reserved.

  13. Periodicity in Delta-modulated feedback control

    Institute of Scientific and Technical Information of China (English)

    Xiaohua XIA; Guanrong CHEN; Rudong GAI; Alan S. I. ZINOBER

    2008-01-01

    The Delta-modulated feedback control of a linear system introduces nonlinearity into the system through switchings between two input values. It has been found that Delta-modulation gives rise to periodic orbits. The existence of periodic points of all orders of Sigma-Delta modulation with "leaky" integration is completely characterized by some interesting groups of polynomials with "sign" coefficients. The results are naturally generalized to Sigma-Delta modulations with multiple delays, Delta-modulations in the "downlink", unbalanced Delta-modulations and systems with two-level quantized feedback. Further extensions relate to the existence of periodic points arising from Delta-modulated feedback control of a stable linear system in an arbitrary direction, for which some necessary and sufficient conditions are given.

  14. Engaging Students with Audio Feedback

    Science.gov (United States)

    Cann, Alan

    2014-01-01

    Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…

  15. TARP Monthly Housing Scorecard

    Data.gov (United States)

    Department of the Treasury — Treasury and the U.S. Department of Housing and Urban Development (HUD) jointly produce a Monthly Housing Scorecard on the health of the nation’s housing market. The...

  16. Lightship Monthly Observations

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Daily Weather Observations (Monthly Form 1001) from lightship stations in the United States. Please see the 'Surface Weather Observations (1001)' library for more...

  17. Oceanographic Monthly Summary

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Oceanographic Monthly Summary contains sea surface temperature (SST) analyses on both regional and ocean basin scales for the Atlantic, Pacific, and Indian Oceans....

  18. Improving the quality of written feedback using written feedback.

    Science.gov (United States)

    Bartlett, Maggie; Crossley, James; McKinley, Robert

    2017-01-01

    Educational feedback is amongst the most powerful of all learning interventions. (1) Can we measure the quality of written educational feedback with acceptable metrics? (2) Based on such a measure, does a quality improvement (QI) intervention improve the quality of feedback? We developed a QI instrument to measure the quality of written feedback and applied it to written feedback provided to medical students following workplace assessments. We evaluated the measurement characteristics of the QI score using generalisability theory. In an uncontrolled intervention, QI profiles were fed back to GP tutors and pre and post intervention scores compared. A single assessor scoring 6 feedback summaries can discriminate between practices with a reliability of 0.82.The quality of feedback rose for two years after the introduction of the QI instrument and stabilised in the third year. The estimated annual cost to provide this feedback is £12 per practice. Interpretation and recommendations: It is relatively straightforward and inexpensive to measure the quality of written feedback with good reliability. The QI process appears to improve the quality of written feedback. We recommend routine use of a QI process to improve the quality of educational feedback.

  19. Positive feedback promotes oscillations in negative feedback loops.

    Directory of Open Access Journals (Sweden)

    Bharath Ananthasubramaniam

    Full Text Available A simple three-component negative feedback loop is a recurring motif in biochemical oscillators. This motif oscillates as it has the three necessary ingredients for oscillations: a three-step delay, negative feedback, and nonlinearity in the loop. However, to oscillate, this motif under the common Goodwin formulation requires a high degree of cooperativity (a measure of nonlinearity in the feedback that is biologically "unlikely." Moreover, this recurring negative feedback motif is commonly observed augmented by positive feedback interactions. Here we show that these positive feedback interactions promote oscillation at lower degrees of cooperativity, and we can thus unify several common kinetic mechanisms that facilitate oscillations, such as self-activation and Michaelis-Menten degradation. The positive feedback loops are most beneficial when acting on the shortest lived component, where they function by balancing the lifetimes of the different components. The benefits of multiple positive feedback interactions are cumulative for a majority of situations considered, when benefits are measured by the reduction in the cooperativity required to oscillate. These positive feedback motifs also allow oscillations with longer periods than that determined by the lifetimes of the components alone. We can therefore conjecture that these positive feedback loops have evolved to facilitate oscillations at lower, kinetically achievable, degrees of cooperativity. Finally, we discuss the implications of our conclusions on the mammalian molecular clock, a system modeled extensively based on the three-component negative feedback loop.

  20. Regenerative feedback resonant circuit

    Science.gov (United States)

    Jones, A. Mark; Kelly, James F.; McCloy, John S.; McMakin, Douglas L.

    2014-09-02

    A regenerative feedback resonant circuit for measuring a transient response in a loop is disclosed. The circuit includes an amplifier for generating a signal in the loop. The circuit further includes a resonator having a resonant cavity and a material located within the cavity. The signal sent into the resonator produces a resonant frequency. A variation of the resonant frequency due to perturbations in electromagnetic properties of the material is measured.

  1. 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…

  2. 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…

  3. 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...

  4. 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.

  5. Galaxies on FIRE (Feedback In Realistic Environments): Stellar Feedback Explains Cosmologically Inefficient Star Formation

    CERN Document Server

    Hopkins, Philip F; Onorbe, Jose; Faucher-Giguere, Claude-Andre; Quataert, Eliot; Murray, Norm; Bullock, James S

    2013-01-01

    We present a series of high-resolution cosmological simulations of galaxy formation to z=0, spanning halo masses ~10^8-10^13 M_sun, and stellar masses ~10^4-10^11. Our simulations include fully explicit treatment of both the multi-phase ISM (molecular through hot) and stellar feedback. The stellar feedback inputs (energy, momentum, mass, and metal fluxes) are taken directly from stellar population models. These sources of stellar feedback, with zero adjusted parameters, reproduce the observed relation between stellar and halo mass up to M_halo~10^12 M_sun (including dwarfs, satellites, MW-mass disks, and small groups). By extension, this leads to reasonable agreement with the stellar mass function for M_star6. We find that the M_star-M_halo relation is insensitive to numerical details, but is sensitive to the feedback physics. Simulations with only supernova feedback fail to reproduce the observed stellar masses, particularly in dwarf and high-redshift galaxies: radiative feedback (photo-heating and radiation...

  6. Balance and Gait Training With Augmented Feedback Improves Balance Confidence in People With Parkinson's Disease: A Randomized Controlled Trial.

    Science.gov (United States)

    Shen, Xia; Mak, Margaret K Y

    2014-07-01

    Background Fear of falling has been identified as an important and independent fall-risk predictor in patients with Parkinson's disease (PD). However, there are inconsistent findings on the effects of balance and gait training on balance confidence. Objective To explore whether balance and gait training with augmented feedback can enhance balance confidence in PD patients immediately after treatment and at 3- and 12-month follow-ups. Methods A total of 51 PD patients were randomly assigned to a balance and gait training (BAL) group or to an active control (CON) group. The BAL group received balance and gait training with augmented feedback, whereas CON participants received lower-limb strength training for 12 weeks. Outcome measures included Activities-Specific Balance Confidence (ABC) Scale, limits-of-stability test, single-leg-stance test, and spatiotemporal gait characteristics. All tests were administered before intervention (Pre), immediately after training (Post), and at 3 months (Post3m) and 12 months (Post12m) after treatment completion. Results The ABC score improved marginally at Post and significantly at Post3m and Post12m only in the BAL group (P confidence and balance and gait performance in patients with PD.

  7. Consumer Feedback following Participation in a Family-Based Intervention for Youth Mental Health.

    Science.gov (United States)

    Lewis, Andrew J; Bertino, Melanie D; Robertson, Narelle; Knight, Tess; Toumbourou, John W

    2012-01-01

    Background. This paper presents findings derived from consumer feedback, following a multicentre randomised controlled trial for adolescent mental health problems and substance misuse. The paper focuses on the implementation of a family-based intervention, including fidelity of delivery, family members' experiences, and their suggestions for program improvements. Methods. Qualitative and quantitative data (n = 21) were drawn from the Deakin Family Options trial consumer focus groups, which occurred six months after the completion of the trial. Consumer focus groups were held in both metropolitan and regional locations in Victoria, Australia. Findings. Overall reductions in parental isolation, increases in parental self-care, and increased separation/individuation were the key therapeutic features of the intervention. Sharing family experiences with other parents was a key supportive factor, which improved parenting confidence and efficacy and potentially reduced family conflict. Consumer feedback also led to further development of the intervention, with a greater focus on aiding parents to engage adolescents in services and addressing family factors related to adolescent's mood and anxiety symptoms. Conclusions. Participant feedback provides valuable qualitative data, to monitor the fidelity of treatment implementation within a trial, to confirm predictions about the effective mechanisms of an intervention, and to inform the development of new interventions.

  8. Consumer Feedback following Participation in a Family-Based Intervention for Youth Mental Health

    Directory of Open Access Journals (Sweden)

    Andrew J. Lewis

    2012-01-01

    Full Text Available Background. This paper presents findings derived from consumer feedback, following a multicentre randomised controlled trial for adolescent mental health problems and substance misuse. The paper focuses on the implementation of a family-based intervention, including fidelity of delivery, family members’ experiences, and their suggestions for program improvements. Methods. Qualitative and quantitative data (n=21 were drawn from the Deakin Family Options trial consumer focus groups, which occurred six months after the completion of the trial. Consumer focus groups were held in both metropolitan and regional locations in Victoria, Australia. Findings. Overall reductions in parental isolation, increases in parental self-care, and increased separation/individuation were the key therapeutic features of the intervention. Sharing family experiences with other parents was a key supportive factor, which improved parenting confidence and efficacy and potentially reduced family conflict. Consumer feedback also led to further development of the intervention, with a greater focus on aiding parents to engage adolescents in services and addressing family factors related to adolescent’s mood and anxiety symptoms. Conclusions. Participant feedback provides valuable qualitative data, to monitor the fidelity of treatment implementation within a trial, to confirm predictions about the effective mechanisms of an intervention, and to inform the development of new interventions.

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

    Science.gov (United States)

    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…

  10. The connecting health and technology study: a 6-month randomized controlled trial to improve nutrition behaviours using a mobile food record and text messaging support in young adults.

    Science.gov (United States)

    Kerr, Deborah A; Harray, Amelia J; Pollard, Christina M; Dhaliwal, Satvinder S; Delp, Edward J; Howat, Peter A; Pickering, Mark R; Ahmad, Ziad; Meng, Xingqiong; Pratt, Iain S; Wright, Janine L; Kerr, Katherine R; Boushey, Carol J

    2016-04-21

    Early adulthood represents the transition to independent living which is a period when changes in diet and body weight are likely to occur. This presents an ideal time for health interventions to reduce the effect of health problems and risk factors for chronic disease in later life. As young adults are high users of mobile devices, interventions that use this technology may improve engagement. The Connecting Health and Technology study aimed to evaluate the effectiveness of tailored dietary feedback and weekly text messaging to improve dietary intake of fruit, vegetables and junk food over 6 months among a population-based sample of men and women (aged 18-30 years). A three-arm, parallel, randomized control trial was conducted. After baseline assessments, participants were randomized to one of three groups: A) dietary feedback and weekly text messages, B) dietary feedback only or C) control group. Dietary intake was assessed using a mobile food record App (mFR) where participants captured images of foods and beverages consumed over 4-days at baseline and post-intervention. The primary outcomes were changes in serves of fruits, vegetables, energy-dense nutrient-poor (EDNP) foods and sugar-sweetened beverages (SSB). The intervention effects were assessed using linear mixed effect models for change in food group serves. Young adults (n = 247) were randomized to group A (n = 82), group B (n = 83), or group C (n = 82). Overall, no changes in food group serves for either intervention groups were observed. An unanticipated outcome was a mean weight reduction of 1.7 kg (P = .02) among the dietary feedback only. Men who received dietary feedback only, significantly reduced their serves of EDNP foods by a mean of 1.4 serves/day (P = .02). Women who received dietary feedback only significantly reduced their intake of SSB (P = .04) by an average of 0.2 serves/day compared with controls. Tailored dietary feedback only resulted in a decrease in EDNP

  11. The Endogenous Feedback Network

    DEFF Research Database (Denmark)

    Augustenborg, Claudia Carrara

    2010-01-01

    proposals, it will first be considered the extents of their reciprocal compatibility, tentatively shaping an integrated, theoretical profile of consciousness. A new theory, the Endogenous Feedback Network (EFN) will consequently be introduced which, beside being able to accommodate the main tenets...... of the reviewed theories, appears able to compensate for the explanatory gaps they leave behind. The EFN proposes consciousness as the phenomenon emerging from a distinct network of neural paths broadcasting the neural changes associated to any mental process. It additionally argues for the need to include a 5th...

  12. Portfolio, refleksion og feedback

    Directory of Open Access Journals (Sweden)

    Ane Qvortrup

    2017-08-01

    Full Text Available Denne leder definerer indledningsvist begrebet portfolio og gør rede for anvendelsesmuligheder i en uddannelseskontekst. Dernæst behandles portfoliometodens kvalitet og effekt for læring og undervisning og de centrale begreber refleksion, progression og feedback præsenteres og diskuteres. Herefter listes teknologier, der understøtter portfolioens opbygning og brug og implikationerne forbundet med valg af teknologi diskuteres kort. Afslutningsvist præsenteres temanummerets 5 artikler, der endvidere er inddraget undervejs i lederen som eksemplificering af de præsenterede begreber og teknologier.

  13. Precipitation-Regulated Feedback

    Science.gov (United States)

    Voit, Mark

    2016-07-01

    Star formation in the central galaxies of galaxy clusters appears to be fueled by precipitation of cold clouds out of hot circumgalactic gas via thermal instability. I will present both observational and theoretical support for the precipitation mode in large galaxies and discuss how it can be implemented in cosmological simulations of galaxy evolution. Galaxy cluster cores are unique laboratories for studying the astrophysics of thermal instability and may be teaching us valuable lessons about how feedback works in galaxies spanning the entire mass spectrum.

  14. Models of AGN feedback

    CERN Document Server

    Combes, F

    2014-01-01

    The physical processes responsible of sweeping up the surrounding gas in the host galaxy of an AGN, and able in some circumstances to expel it from the galaxy, are not yet well known. The various mechanisms are briefly reviewed: quasar or radio modes, either momentum-conserving outflows, energy-conserving outflows, or intermediate. They are confronted to observations, to know whether they can explain the M-sigma relation, quench the star formation or whether they can also provide some positive feedback and how the black hole accretion history is related to that of star formation.

  15. Monthly energy review

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-12-01

    This document presents an overview of the Energy Information Administration`s (EIA) recent monthly energy statistics. The statistics cover the major activities of U.S. production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors.

  16. Photos of the month

    CERN Multimedia

    Claudia Marcelloni de Oliveira

    Congratulations to Adele Rimoldi, ATLAS physicist from Pavia, who ran her first marathon in New York last month. Adele completed the 42.2 km in a time of 4:49:19. She sure makes it look easy!!! The ATLAS pixel service quarter panel in SR1

  17. Monthly Energy Review

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-05-28

    This publication presents an overview of the Energy information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. Two brief ``energy plugs`` (reviews of EIA publications) are included, as well.

  18. A randomized study of feedback on student write-ups using an electronic portfolio.

    Science.gov (United States)

    Spickard, Anderson; Denny, Josh; Gigante, Joseph

    2007-10-11

    Traditional methods allowing medical students and residents to review their work and receive feedback are lacking. We developed a web-based portfolio system that collects all clinical documentation and allows teachers to give feedback electronically. In a randomized control trial, we found that this system significantly increased feedback to students, often exceeding clerkship expectations. Seventy-five percent of students found the system a "valuable teaching tool". Students in control and portfolio groups agreed that the system increased feedback.

  19. Timing matters: the impact of immediate and delayed feedback on artificial language learning.

    Science.gov (United States)

    Opitz, Bertram; Ferdinand, Nicola K; Mecklinger, Axel

    2011-01-01

    In the present experiment, we used event-related potentials (ERP) to investigate the role of immediate and delayed feedback in an artificial grammar learning (AGL) 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 1 s. 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 AGL 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.

  20. 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.

  1. Your Child's Development: 9 Months

    Science.gov (United States)

    ... For Parents MORE ON THIS TOPIC Your Baby's Growth: 9 Months Your Baby's Hearing, Vision, and Other Senses: 9 Months Your Child's Checkup: 9 Months Medical Care and Your 8- to 12-Month-Old Feeding Your 8- to 12-Month-Old Sleep and Your 8- to 12-Month-Old Contact ...

  2. Haptic gas pedal feedback.

    Science.gov (United States)

    Mulder, M; Mulder, M; van Paassen, M M; Abbink, D A

    2008-11-01

    Active driver support systems either automate a control task or present warnings to drivers when their safety is seriously degraded. In a novel approach, utilising neither automation nor discrete warnings, a haptic gas pedal (accelerator) interface was developed that continuously presents car-following support information, keeping the driver in the loop. This interface was tested in a fixed-base driving simulator. Twenty-one drivers between the ages of 24 and 30 years participated in a driving experiment to investigate the effects of haptic gas pedal feedback on car-following behaviour. Results of the experiment indicate that when haptic feedback was presented to the drivers, some improvement in car-following performance was achieved, while control activity decreased. Further research is needed to investigate the effectiveness of the system in more varied driving conditions. Haptics is an under-used modality in the application of human support interfaces, which usually draw on vision or hearing. This study demonstrates how haptics can be used to create an effective driver support interface.

  3. Student Views of Technology-Mediated Written Corrective Feedback

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher

    2017-01-01

    and practices concerning the specific – and time-consuming – language-teacher activity of providing WCF and 2) potential changes in student attitudes when technology is used to mediate the feedback. At the core of the study is an eight-month intervention which was carried out with three teachers of English...... as a foreign language and their lower-secondary classes, requiring the teachers to make use of a specific program supportive of effective written corrective feedback in their provision of feedback to their students. The article will report on results pertaining to student attitudes to the changes brought about...... by the intervention, which changed both teacher and student practices. Data was collected through student questionnaires concerning their views of the roles of written corrective feedback for foreign language acquisition, and also their views of and attitudes to their teacher’s normal practice were addressed...

  4. Emotional feedback for mobile devices

    CERN Document Server

    Seebode, Julia

    2015-01-01

    This book investigates the functional adequacy as well as the affective impression made by feedback messages on mobile devices. It presents an easily adoptable experimental setup to examine context effects on various feedback messages, and applies it to auditory, tactile and auditory-tactile feedback messages. This approach provides insights into the relationship between the affective impression and functional applicability of these messages as well as an understanding of the influence of unimodal components on the perception of multimodal feedback messages. The developed paradigm can also be extended to investigate other aspects of context and used to investigate feedback messages in modalities other than those presented. The book uses questionnaires implemented on a Smartphone, which can easily be adopted for field studies to broaden the scope even wider. Finally, the book offers guidelines for the design of system feedback.

  5. Savannah River Technology Center monthly report

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-06-01

    This report for the month of June 1995 presents information on the typical topics of tritium processing, environmental studies, waste management issues, and miscellaneous projects. The document consists many small reports by individuals or small groups.

  6. Petroleum marketing monthly

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-07-01

    Petroleum Marketing Monthly (PPM) provides information and statistical data on a variety of crude oils and refined petroleum products. The publication presents statistics on crude oil costs and refined petroleum products sales for use by industry, government, private sector analysts, educational institutions, and consumers. Data on crude oil include the domestic first purchase price, the f.o. b. and landed cost of imported crude oil, and the refiners` acquisition cost of crude oil. Refined petroleum product sales data include motor gasoline, distillates, residuals, aviation fuels, kerosene, and propane. The Petroleum Marketing Division, Office of Oil and Gas, Energy Information Administration ensures the accuracy, quality, and confidentiality of the published data in the Petroleum Marketing Monthly.

  7. Petroleum marketing monthly

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-02-01

    The Petroleum Marketing Monthly (PMM) provides information and statistical data on a variety of crude oils and refined petroleum products. The publication presents statistics on crude oil costs and refined petroleum products sales for use by industry, government, private sector analysts, educational institutions, and consumers. Data on crude oil include the domestic first purchase price, the f.o.b. and landed cost of imported crude oil, and the refiners acquisition cost of crude oil. Refined petroleum product sales data include motor gasoline, distillates, residuals, aviation fuels, kerosene, and propane. The Petroleum Marketing Division, Office of Oil and Gas, Energy Information Administration ensures the accuracy, quality, and confidentiality of the published data in the Petroleum Marketing Monthly.

  8. Electric power monthly

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-08-01

    The Energy Information Administration (EIA) prepares the Electric Power Monthly (EPM) for a wide audience including Congress, Federal and State agencies, the electric utility industry, and the general public. This publication provides monthly statistics for net generation, fossil fuel consumption and stocks, quantity and quality of fossil fuels, cost of fossil fuels, electricity sales, revenue, and average revenue per kilowatthour of electricity sold. Data on net generation, fuel consumption, fuel stocks, quantity and cost of fossil fuels are also displayed for the North American Electric Reliability Council (NERC) regions. The EIA publishes statistics in the EPM on net generation by energy source, consumption, stocks, quantity, quality, and cost of fossil fuels; and capability of new generating units by company and plant. The purpose of this publication is to provide energy decisionmakers with accurate and timely information that may be used in forming various perspectives on electric issues that lie ahead.

  9. Electric power monthly

    Energy Technology Data Exchange (ETDEWEB)

    Smith, Sandra R.; Johnson, Melvin; McClevey, Kenneth; Calopedis, Stephen; Bolden, Deborah

    1992-05-01

    The Electric Power Monthly is prepared by the Survey Management Division; Office of Coal, Nuclear, Electric and Alternate Fuels, Energy Information Administration (EIA), Department of Energy. This publication provides monthly statistics at the national, Census division, and State levels for net generation, fuel consumption, fuel stocks, quantity and quality of fuel, cost of fuel, electricity sales, revenue, and average revenue per kilowatthour of electricity sold. Data on net generation, fuel consumption, fuel stocks, quantity and cost of fuel are also displayed for the North American Electric Reliability Council (NERC) regions. Additionally, statistics by company and plant are published in the EPM on capability of new plants, new generation, fuel consumption, fuel stocks, quantity and quality of fuel, and cost of fuel.

  10. Do students profit from feedback?

    OpenAIRE

    Arild Raaheim

    2006-01-01

    Undergraduate students in psychology were given the opportunity to exchange the traditional exam with portfolio assessment. The students received written feedback, by way of a standard feedback form, on two of the three essays of the portfolio. To investigate whether students attend to and act on the feedback, a comparison was made between unofficial marks on the first draft of the first essay and the official marks on the full portfolio at the end of the semester. With approximately 20% of t...

  11. FEEDBACK REALIZATION OF HAMILTONIAN SYSTEMS

    Institute of Scientific and Technical Information of China (English)

    CHENG Daizhan; XI Zairong

    2002-01-01

    This paper investigates the relationship between state feedback and Hamiltonian realizatiou. First, it is proved that a completely controllable linear system always has a state feedback state equation Hamiltonian realization. Necessary and sufficient conditions are obtained for it to have a Hamiltonian realization with natural outpnt. Then some conditions for an affine nonlinear system to have a Hamiltonian realization arc given.For generalized outputs, the conditions of the feedback, keeping Hamiltonian, are discussed. Finally, the admissible feedback controls for generalized Hamiltonian systems are considered.

  12. FEEDBACK REALIZATION OF HAMILTONIAN SYSTEMS

    Institute of Scientific and Technical Information of China (English)

    CHENGDaizhan; XIZairong

    2002-01-01

    This paper investigates the relationship between state feedback and Hamiltonican realization.Firest,it is proved that a completely controllable linear system always has a state feedback state equation Hamiltonian realization.Necessary and sufficient conditions are obtained for it to have a Hamiltonian realization with natural output.Then some conditions for an affine nonlinear system to have a Hamiltonian realization are given.some conditions for an affine nonlinear system to have a Hamiltonian realization are given.For generalized outputs,the conditions of the feedback,keeping Hamiltonian,are discussed.Finally,the admissible feedback controls for generalized Hamiltonian systems are considered.

  13. Feedback strategies for wireless communication

    CERN Document Server

    Ozbek, Berna

    2014-01-01

    This book explores the different strategies regarding the feedback information for wireless communication systems. The text analyzes the impact of quantization and correlation of channel state information (CSI) on the system performance. The authors show the effect of the reduced and limited feedback information and gives an overview about the feedback strategies in the standards. This volume presents theoretical analysis as well as practical algorithms for the required feedback information at the base stations to perform adaptive resource allocation efficiently and mitigate interference coming from other cells.

  14. Immediate Web-Based Essay Critiquing System Feedback and Teacher Follow-Up Feedback on Young Second Language Learners' Writings: An Experimental Study in a Hong Kong Secondary School

    Science.gov (United States)

    Lee, Cynthia; Cheung, William Kwok Wai; Wong, Kelvin Chi Kuen; Lee, Fion Sau Ling

    2013-01-01

    This article is an effort to add to computer-assisted language learning by extending a study on an essay critiquing system (ECS) feedback to secondary school language learners' writing. The study compared two groups of participants' performance, namely the treatment group which received both the system feedback and teacher feedback (i.e., blended…

  15. Adherence with Universal Precautions after Immediate, Personalized Performance Feedback

    Science.gov (United States)

    Luke, Molli M.; Alavosius, Mark

    2011-01-01

    We evaluated the effects of immediate, personalized performance feedback on adherence with hand hygiene by health-care staff in the context of a multiple baseline design across participants. Target behaviors reached mastery levels and were maintained near 100% throughout 2 months of maintenance probes. (Contains 1 table and 1 figure.)

  16. Glucocorticoid feedback resistance.

    Science.gov (United States)

    De Kloet, E R; Vreugdenhil, E; Oitzl, M S; Joëls, M

    1997-01-01

    Glucocorticoid feedback resistance can be inherited or locally acquired. The implications of these two forms of resistance for disease are strikingly different. The inherited form is characterized by enhanced adrenocortical function and hypercorticism to compensate for a generalized deficit in the glucocorticoid receptor gene, but these individuals lack symptoms of Cushing's syndrome. By contrast, resistance acquired at the level of the hypothalamic corticotropin-releasing hormone (CRH) neurons is linked to hypercorticism, which is not compensatory but overexposes the rest of the body and the brain to glucocorticoids. This cell-specific glucocorticoid resistance can be acquired by genetically predisposed individuals failing to cope with (early) life events and causes enhanced vulnerability to disease-specific actions of glucocorticoids. (c) 1997, Elsevier Science Inc. (Trends Endocrinol Metab 1997; 8:26-33).

  17. 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)

  18. A laser feedback interferometer with an oscillating feedback mirror

    Institute of Scientific and Technical Information of China (English)

    Wang Zhi-Guo; Wang Fei; Xiao Guang-Zong

    2012-01-01

    A method is proposed to solve the problem of direction discrimination for laser feedback interferometers.By vibrating the feedback mirror with a small-amplitude and high-frequency sine wave,laser intensity is modulated accordingly.The modulation amplitude can be extracted using a phase sensitive detector (PSD).When the feedback mirror moves,the PSD output shows a quasi-sine waveform similar to a laser intensity interference fringe but with a phase difference of approximately ±π/2.If the movement direction of the feedback mirror changes,the phase difference sign reverses.Therefore,the laser feedback interferometer offers a potential application in displacement measurement with a resolution of 1/8 wavelength and in-time direction discrimination.Without using optical components such as polarization beam splitters and wave plates,the interferometer is very simple,easy to align,and less costly.

  19. The Effects of an Interdependent Group Oriented Contingency and Performance Feedback on the Praise Statements of Pre-Service Teachers during a Summer Day-Camp for Children with Disabilities

    Science.gov (United States)

    Smith, Clinton; Bicard, David F.; Casey, Laura B.; Bicard, Sara C.

    2013-01-01

    Teacher praise is one of the most important elements of teaching and learning. Behavioral consultation with and without performance has been shown to be an effective method for increasing instructional praise. The authors used an ABCBC design to investigate the effects of an interdependent group oriented contingency (GC) and the GC plus…

  20. 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 communicative competencies at taking patient history (p = 0.029 or better), and in 2 of 5 items at obtaining informed consent (p = 0.008, <0.001). The educational effect size for both tasks was large. Using our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context.

  1. Petroleum marketing monthly

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-11-01

    The Petroleum Marketing Monthly (PMM) provides information and statistical data on a variety of crude oils and refined petroleum products. The publication presents statistics on crude oil costs and refined petroleum products sales for use by industry, government, private sector analysts, educational institutions, and consumers. Data on crude oil include the domestic first purchase price, the f.o.b. and landed cost of imported crude oil, and the refiners` acquisition cost of crude oil. Refined petroleum product sales data include motor gasoline, distillates, residuals, aviation fuels, kerosene, and propane. The Petroleum Marketing Division, Office of Oil and Gas, Energy Information Administration ensures the accuracy, quality, and confidentiality of the published data.

  2. Are there rapid feedback effects on Approximate Number System acuity?

    Science.gov (United States)

    Lindskog, Marcus; Winman, Anders; Juslin, Peter

    2013-01-01

    Humans are believed to be equipped with an Approximate Number System (ANS) that supports non-symbolic representations of numerical magnitude. Correlations between individual measures of the precision of the ANS and mathematical ability have raised the question of whether the precision can be improved by feedback training. A study (DeWind and Brannon, 2012) reported improvement in discrimination precision occurring within 600-700 trials of feedback, suggesting ANS malleability with rapidly improving acuity in response to feedback. We tried to replicate the rapid improvement in a control group design, while controlling for the use of perceptual cues. The results indicate no learning effects, but a minor constant advantage for the feedback group. The measures of motivation suggest that feedback has a positive effect on motivation and that the difference in discrimination is due to the greater motivation of participants with feedback. These results suggest that at least for adults the number sense may not respond to feedback in the short-term.

  3. Are there rapid feedback effects on Approximate Number System acuity?

    Directory of Open Access Journals (Sweden)

    Marcus eLindskog

    2013-06-01

    Full Text Available Humans are believed to be equipped with an Approximate Number System (ANS that supports non-symbolic representations of numerical magnitude. Correlations between individual measures of the precision of the ANS and mathematical ability have raised the question of whether the precision can be improved by feedback training. A study (DeWind & Brannon, 2012 reported improvement in discrimination precision occurring within 600-700 trials of feedback, suggesting ANS malleability with rapidly improving acuity in response to feedback. We tried to replicate the rapid improvement in a control group design, while controlling for the use of perceptual cues. The results indicate no learning effects, but a minor constant advantage for the feedback group. The measures of motivation suggest that feedback has a positive effect on motivation and that the difference in discrimination is due to the greater motivation of participants with feedback. These results suggest that at least for adults the number sense may not respond to feedback in the short-term.

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

    Science.gov (United States)

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

    2014-01-01

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

  5. Effects of generic versus non-generic feedback on motor learning in children.

    Directory of Open Access Journals (Sweden)

    Suzete Chiviacowsky

    Full Text Available Non-generic feedback refers to a specific event and implies that performance is malleable, while generic feedback implies that task performance reflects an inherent ability. The present study examined the influences of generic versus non-generic feedback on motor performance and learning in 10-year-old children. In the first experiment, using soccer ball kicking at a target as a task, providing participants with generic feedback resulted in worse performance than providing non-generic feedback, after both groups received negative feedback. The second experiment measured more permanent effects. Results of a retention test, performed one day after practicing a throwing task, showed that participants who received non-generic feedback during practice outperformed the generic feedback group, after receiving a negative feedback statement. The findings demonstrate the importance of the wording of feedback. Even though different positive feedback statements may not have an immediate influence on performance, they can affect performance, and presumably individuals' motivation, when performance is (purportedly poor. Feedback implying that performance is malleable, rather than due to an inherent ability, seems to have the potential to inoculate learners against setbacks--a situation frequently encountered in the context of motor performance and learning.

  6. The Effect of Tailored Web-Based Feedback and Optional Telephone Coaching on Health Improvements: A Randomized Intervention Among Employees in the Transport Service Industry.

    Science.gov (United States)

    Solenhill, Madeleine; Grotta, Alessandra; Pasquali, Elena; Bakkman, Linda; Bellocco, Rino; Trolle Lagerros, Ylva

    2016-08-11

    Lifestyle-related health problems are an important health concern in the transport service industry. Web- and telephone-based interventions could be suitable for this target group requiring tailored approaches. To evaluate the effect of tailored Web-based health feedback and optional telephone coaching to improve lifestyle factors (body mass index-BMI, dietary intake, physical activity, stress, sleep, tobacco and alcohol consumption, disease history, self-perceived health, and motivation to change health habits), in comparison to no health feedback or telephone coaching. Overall, 3,876 employees in the Swedish transport services were emailed a Web-based questionnaire. They were randomized into: control group (group A, 498 of 1238 answered, 40.23%), or intervention Web (group B, 482 of 1305 answered, 36.93%), or intervention Web + telephone (group C, 493 of 1333 answered, 36.98%). All groups received an identical questionnaire, only the interventions differed. Group B received tailored Web-based health feedback, and group C received tailored Web-based health feedback + optional telephone coaching if the participants' reported health habits did not meet the national guidelines, or if they expressed motivation to change health habits. The Web-based feedback was fully automated. Telephone coaching was performed by trained health counselors. Nine months later, all participants received a follow-up questionnaire and intervention Web + telephone. Descriptive statistics, the chi-square test, analysis of variance, and generalized estimating equation (GEE) models were used. Overall, 981 of 1473 (66.60%) employees participated at baseline (men: 66.7%, mean age: 44 years, mean BMI: 26.4 kg/m(2)) and follow-up. No significant differences were found in reported health habits between the 3 groups over time. However, significant changes were found in motivation to change. The intervention groups reported higher motivation to improve dietary habits (144 of 301 participants, 47

  7. Fast feedback in classroom practice

    NARCIS (Netherlands)

    Emmett, K.M.; Klaassen, K.; Eijkelhof, H.

    2009-01-01

    In this article we describe one application of the fast feedback method (see Berg 2003 Aust. Sci. Teach. J. 28–34) in secondary mechanics education. Two teachers tried out a particular sequence twice, in consecutive years, once with and once without the use of fast feedback. We found the method to b

  8. Designing feedback: multimodality and specificity

    NARCIS (Netherlands)

    Ludden, Geke Dina Simone; Sugiyama, Kazuo

    2013-01-01

    Now that many of us carry around devices that are equipped with sensors (e.g., smartphones with accelerometers) we can use these sensors to measure behavior. The data thus captured can be used to give someone feedback about this behavior. These feedback mechanisms are often used in so called smart

  9. Haptic feedback helps bipedal coordination.

    Science.gov (United States)

    Roelofsen, Eefje G J; Bosga, Jurjen; Rosenbaum, David A; Nijhuis-van der Sanden, Maria W G; Hullegie, Wim; van Cingel, Robert; Meulenbroek, Ruud G J

    2016-10-01

    The present study investigated whether special haptic or visual feedback would facilitate the coordination of in-phase, cyclical feet movements of different amplitudes. Seventeen healthy participants sat with their feet on sliding panels that were moved externally over the same or different amplitudes. The participants were asked to generate simultaneous knee flexion-extension movements, or to let their feet be dragged, resulting in reference foot displacements of 150 mm and experimental foot displacements of 150, 120, or 90 mm. Four types of feedback were given: (1) special haptic feedback, involving actively following the motions of the sliders manipulated by two confederates, (2) haptic feedback resulting from passive motion, (3) veridical visual feedback, and (4) enhanced visual feedback. Both with respect to amplitude assimilation effects, correlations and standard deviation of relative phase, the results showed that enhanced visual feedback did not facilitate bipedal independence, but haptic feedback with active movement did. Implications of the findings for movement rehabilitation contexts are discussed.

  10. Feedback traps for virtual potentials

    CERN Document Server

    Gavrilov, Momčilo

    2016-01-01

    Feedback traps are tools for trapping and manipulating single charged objects, such as molecules in solution. An alternative to optical tweezers and other single-molecule techniques, they use feedback to counteract the Brownian motion of a molecule of interest. The trap first acquires information about a molecule's position and then applies an electric feedback force to move the molecule. Since electric forces are stronger than optical forces at small scales, feedback traps are the best way to trap single molecules without "touching" them. Feedback traps can do more than trap molecules: They can also subject a target object to forces that are calculated to be the gradient of a desired potential function U(x). If the feedback loop is fast enough, it creates a virtual potential whose dynamics will be very close to those of a particle in an actual potential U(x). But because the dynamics are entirely a result of the feedback loop--absent the feedback, there is only an object diffusing in a fluid--we are free to ...

  11. Fast Feedback in Classroom Practice

    Science.gov (United States)

    Emmett, Katrina; Klaassen, Kees; Eijkelhof, Harrie

    2009-01-01

    In this article we describe one application of the fast feedback method (see Berg 2003 "Aust. Sci. Teach. J." 28-34) in secondary mechanics education. Two teachers tried out a particular sequence twice, in consecutive years, once with and once without the use of fast feedback. We found the method to be successful, and the data that we obtained…

  12. ASYNCHRONOUS COMPUTER-MEDIATED CORRECTIVE FEEDBACK AND THE CORRECT USE OF PREPOSITIONS: Is It Really Effective?

    Directory of Open Access Journals (Sweden)

    Seyyed Behrooz HOSSEINI

    2012-08-01

    Full Text Available An area that has recently attracted increasing attention is providing feedback on learners’ writing accuracy through the Internet. However, research in this area has largely focused on synchronous communication, i.e., chatting, with fewer studies assessing asynchronous technologies, i.e., e-mailing. Therefore, this study investigates the effectiveness of asynchronous computer-mediated corrective feedback-explicit and implicit, on increasing the correct use of prepositions. Forty-five Iranian elementary EFL learners at the ILI in Tehran were randomly assigned to two experimental groups, receiving explicit and implicit corrective feedback respectively, and one control group receiving no corrective feedback. Each group included 15 participants. After the treatment, a post-test was administered to assess the probable increase in the correct use of prepositions for the experimental groups compared to the control group. Analysis of the results through a one-way ANOVA revealed that the experimental group 1 who received explicit corrective feedback significantly outperformed the experimental group 2 and the control group. The experimental group 2 who received implicit corrective feedback showed no significant improvement over the experimental group 1 and the control group. Computer-mediated communication, asynchronous CMC, synchronous CMC, the Internet, corrective feedback, e-mail, chat. Although the findings support the current view on feedback through technology, due to the scarcity of research, more investigation is merited as there is much to gain regarding this burgeoning field.

  13. Understanding Feedback: A Learning Theory Perspective

    Science.gov (United States)

    Thurlings, Marieke; Vermeulen, Marjan; Bastiaens, Theo; Stijnen, Sjef

    2013-01-01

    This article aims to review literature on feedback to teachers. Because research has hardly focused on feedback among teachers, the review's scope also includes feedback in classrooms. The review proposes that the effectiveness of feedback and feedback processes depend on the learning theory adhered to. Findings show that regardless of the…

  14. The Sound of Feedback in Higher Education

    Science.gov (United States)

    Savin-Baden, Maggi

    2010-01-01

    Whilst there is considerable literature on feedback for students and on the use of audio feedback, literature in the area of podcasting assignment feedback (PAF) remains sparse. Partly, this may be due to a lack of clarity about what counts as feedback, the way in which feedback is located pedagogically and the relationship between feedback…

  15. Feedback systems for linear colliders

    CERN Document Server

    Hendrickson, L; Himel, Thomas M; Minty, Michiko G; Phinney, N; Raimondi, Pantaleo; Raubenheimer, T O; Shoaee, H; Tenenbaum, P G

    1999-01-01

    Feedback systems are essential for stable operation of a linear collider, providing a cost-effective method for relaxing tight tolerances. In the Stanford Linear Collider (SLC), feedback controls beam parameters such as trajectory, energy, and intensity throughout the accelerator. A novel dithering optimization system which adjusts final focus parameters to maximize luminosity contributed to achieving record performance in the 1997-98 run. Performance limitations of the steering feedback have been investigated, and improvements have been made. For the Next Linear Collider (NLC), extensive feedback systems are planned as an intregal part of the design. Feedback requiremetns for JLC (the Japanese Linear Collider) are essentially identical to NLC; some of the TESLA requirements are similar but there are significant differences. For NLC, algorithms which incorporate improvements upon the SLC implementation are being prototyped. Specialized systems for the damping rings, rf and interaction point will operate at hi...

  16. Multi-bunch feedback systems

    CERN Document Server

    Lonza, M

    2008-01-01

    Coupled-bunch instabilities excited by the interaction of the particle beam with its surroundings can seriously limit the performance of circular particle accelerators. These instabilities can be cured by the use of active feedback systems based on sensors capable of detecting the unwanted beam motion and actuators that apply the feedback correction to the beam. The advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides important advantages in terms of flexibility and reproducibility, digital systems open the way to the use of novel diagnostic tools and additional features. The lecture will first introduce coupled-bunch instabilities analysing the equation of motion of charged particles and the different modes of oscillation of a multi-bunch beam, showing how they can be observed and measured. Different types of feedbacks systems will then be presented as examples of real implementations that belong to the history of multi-bunch feedback sy...

  17. Multi-bunch Feedback Systems

    CERN Document Server

    Lonza, M.

    2014-12-19

    Coupled-bunch instabilities excited by the interaction of the particle beam with its surroundings can seriously limit the performance of circular particle accelerators. These instabilities can be cured by the use of active feedback systems based on sensors capable of detecting the unwanted beam motion and actuators that apply the feedback correction to the beam. Advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides important advantages in terms of flexibility and reproducibility, digital systems open the way to the use of novel diagnostic tools and additional features. We first introduce coupled-bunch instabilities, analysing the equation of motion of charged particles and the different modes of oscillation of a multi-bunch beam, showing how they can be observed and measured. Different types of feedback systems will then be presented as examples of real implementations that belong to the history of multi-bunch feedback systems. The main co...

  18. 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.

  19. Commissioners' Monthly Case Activity Report

    Data.gov (United States)

    Occupational Safety and Health Review Commission — Total cases pending at the beginning of the month, total cases added to the docket during the month, total cases disposed of during the month, and total cases...

  20. Effects of diaphragm breathing exercise and feedback breathing exercise on pulmonary function in healthy adults.

    Science.gov (United States)

    Yong, Min-Sik; Lee, Hae-Yong; Lee, Yun-Seob

    2017-01-01

    [Purpose] The present study investigated effects of diaphragm breathing exercise and feedback breathing exercise on respiratory function. [Subjects and Methods] Thirty-one subjects were randomly assigned to two groups; the feedback breathing exercise group and the maneuver-diaphragm exercise group. The feedback breathing exercise group was asked to breathe with feedback breathing device, and the maneuver-diaphragm exercise group was asked to perform diaphragm respiration. Respiratory function was evaluated when a subject sat on a chair comfortably. [Results] There was a significant difference in the functional vital capacity and slow vital capacity before and after all breathing exercises. There was a significant between-group difference in functional vital capacity. However, no between-group difference was found in slow vital capacity. [Conclusion] Diaphragm breathing exercise and feedback breathing exercise can affect respiratory function.

  1. Benchmarking monthly homogenization algorithms

    Directory of Open Access Journals (Sweden)

    V. K. C. Venema

    2011-08-01

    Full Text Available The COST (European Cooperation in Science and Technology Action ES0601: Advances in homogenization methods of climate series: an integrated approach (HOME has executed a blind intercomparison and validation study for monthly homogenization algorithms. Time series of monthly temperature and precipitation were evaluated because of their importance for climate studies and because they represent two important types of statistics (additive and multiplicative. The algorithms were validated against a realistic benchmark dataset. The benchmark contains real inhomogeneous data as well as simulated data with inserted inhomogeneities. Random break-type inhomogeneities were added to the simulated datasets modeled as a Poisson process with normally distributed breakpoint sizes. To approximate real world conditions, breaks were introduced that occur simultaneously in multiple station series within a simulated network of station data. The simulated time series also contained outliers, missing data periods and local station trends. Further, a stochastic nonlinear global (network-wide trend was added.

    Participants provided 25 separate homogenized contributions as part of the blind study as well as 22 additional solutions submitted after the details of the imposed inhomogeneities were revealed. These homogenized datasets were assessed by a number of performance metrics including (i the centered root mean square error relative to the true homogeneous value at various averaging scales, (ii the error in linear trend estimates and (iii traditional contingency skill scores. The metrics were computed both using the individual station series as well as the network average regional series. The performance of the contributions depends significantly on the error metric considered. Contingency scores by themselves are not very informative. Although relative homogenization algorithms typically improve the homogeneity of temperature data, only the best ones improve

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

    Science.gov (United States)

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

    2017-08-01

    Despite its importance, training faculty to provide feedback to residents remains challenging. We hypothesized that, overall, at 4 institutions, a faculty development program on providing feedback on professionalism and communication skills would lead to (1) an improvement in the quantity, quality, and utility of feedback and (2) an increase in feedback containing negative/constructive feedback and pertaining to professionalism/communication. As secondary analyses, we explored these outcomes at the individual institutions. In this prospective cohort study (October 2013 to July 2014), we implemented a video-based educational program on feedback at 4 institutions. Feedback records from 3 months before to 3 months after the intervention were rated for quality (0-5), utility (0-5), and whether they had negative/constructive feedback and/or were related to professionalism/communication. Feedback records during the preintervention, intervention, and postintervention periods were compared using the Kruskal-Wallis and χ tests. Data are reported as median (interquartile range) or proportion/percentage. A total of 1926 feedback records were rated. The institutions overall did not have a significant difference in feedback quantity (preintervention: 855/3046 [28.1%]; postintervention: 896/3327 [26.9%]; odds ratio: 1.06; 95% confidence interval, 0.95-1.18; P = .31), feedback quality (preintervention: 2 [1-4]; intervention: 2 [1-4]; postintervention: 2 [1-4]; P = .90), feedback utility (preintervention: 1 [1-3]; intervention: 2 [1-3]; postintervention: 1 [1-2]; P = .61), or percentage of feedback records containing negative/constructive feedback (preintervention: 27%; intervention: 32%; postintervention: 25%; P = .12) or related to professionalism/communication (preintervention: 23%; intervention: 33%; postintervention: 24%; P = .03). Institution 1 had a significant difference in feedback quality (preintervention: 2 [1-3]; intervention: 3 [2-4]; postintervention: 3 [2-4]; P

  3. Feedback control of sound

    Science.gov (United States)

    Rafaely, Boaz

    This thesis is concerned with the development an application of feedback control techniques for active sound control. Both fixed and adaptive controllers are considered. The controller design problem for active sound control is formulated as a constrained optimisation problem with an H2 performance objective, of minimising the variance of the control error, and H2 and H∞ design constraints involving control power output, disturbance enhancement, and robust stability. An Internal Model Controller with an FIR control filter is assumed. Conventional H2 design methods for feedback controllers are studied first. Although such controllers can satisfy the design constraints by employing effort terms in the quadratic cost function, they do not achieve the best possible performance, and when adapted using LMS-based algorithms, they suffer from instabilities if the plant response varies significantly. Improved H2/H∞ design methods for fixed and adaptive controllers are then developed, which achieve the best H2 performance under the design constraints, offer an improved stability when made adaptive, and in general outperform the conventional H2 controllers. The H2/H∞ design problems employ convex programming to ensure a unique solution. The Sequential Quadratic Programming methods is used for the off-line design of fixed controllers, and penalty and barrier function methods, together with frequency domain LMS-based algorithms are employed in the H2/H∞ adaptive controllers. The controllers studied and developed here were applied to three active sound control systems: a noise-reducing headset, an active headrest, and a sound radiating panel. The emphasis was put on developing control strategies that improve system performance. First, a high performance controller for the noise-reducing headset was implemented in real-time, which combines analogue and adaptive digital controllers, and can thus reject disturbances which has both broad-band and periodic components. Then

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

    Science.gov (United States)

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

    2011-01-01

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

  5. Implementing a Measurement Feedback System: A Tale of Two Sites.

    Science.gov (United States)

    Bickman, Leonard; Douglas, Susan R; De Andrade, Ana Regina Vides; Tomlinson, Michele; Gleacher, Alissa; Olin, Serene; Hoagwood, Kimberly

    2016-05-01

    A randomized experiment was conducted in two outpatient clinics evaluating a measurement feedback system called contextualized feedback systems. The clinicians of 257 Youth 11-18 received feedback on progress in mental health symptoms and functioning either every 6 months or as soon as the youth's, clinician's or caregiver's data were entered into the system. The ITT analysis showed that only one of the two participating clinics (Clinic R) had an enhanced outcome because of feedback, and only for the clinicians' ratings of youth symptom severity on the SFSS. A dose-response effect was found only for Clinic R for both the client and clinician ratings. Implementation analyses showed that Clinic R had better implementation of the feedback intervention. Clinicians' questionnaire completion rate and feedback viewing at Clinic R were 50 % higher than clinicians at Clinic U. The discussion focused on the differences in implementation at each site and how these differences may have contributed to the different outcomes of the experiment.

  6. Students want feedback and educators need dialogue

    DEFF Research Database (Denmark)

    Esbjerg, Lars; Rask, Morten

    2015-01-01

    We discuss what we call “the interaction paradox” in Danish management education. On the one hand, the fact that students want more feedback and educators want to foster dialogue with their students should bode well for interaction in educational settings. On the other hand, both groups are left...... wanting: a survey found that only a third of students at Business and Social Science (BSS), Aarhus University (AU), think they get sufficient feedback on their work , while educators bemoan the impossibility of activating and engaging students in the substantive, theoretical and methodological discussions...... in class-room settings that are considered central for effective learning. In other words, we have a situation where students want to talk to their teachers and teachers also want to engage in dialogue, but they seem to get nowhere. Based on qualitative and quantitative data from both students...

  7. Galaxy formation with radiative and chemical feedback

    CERN Document Server

    Graziani, L; Schneider, R; Kawata, D; de Bennassuti, M; Maselli, A

    2015-01-01

    Here we introduce GAMESH, a novel pipeline which implements self-consistent radiative and chemical feedback in a computational model of galaxy formation. By combining the cosmological chemical-evolution model GAMETE with the radiative transfer code CRASH, GAMESH can post process realistic outputs of a N-body simulation describing the redshift evolution of the forming galaxy. After introducing the GAMESH implementation and its features, we apply the code to a low-resolution N-body simulation of the Milky Way formation and we investigate the combined effects of self-consistent radiative and chemical feedback. Many physical properties, which can be directly compared with observations in the Galaxy and its surrounding satellites, are predicted by the code along the merger-tree assembly. The resulting redshift evolution of the Local Group star formation rates, reionisation and metal enrichment along with the predicted Metallicity Distribution Function of halo stars are critically compared with observations. We dis...

  8. Styrket feedback gennem studerendes selvevaluering

    DEFF Research Database (Denmark)

    Andersen, Lars Bo

    2016-01-01

    Studerende er ofte utilfredse med såvel kvaliteten som kvantiteten af feedback på skriftligt arbejde. Ligeledes kan det som underviser være svært at afgive feedback, der tager udgangspunkt i de studerendes respektive læringssituationer, hvis man ikke har andet afsæt end opgavetekster. Denne artikel...... beskriver derfor to eksperimenter med brug af selvevaluering som kvalificerende mellemled i ekstern feedback på skriveøvelser. Eksperimenternes formål er at styrke den formative læring ved skriftligt arbejde. I det første eksperiment bestod feedbacken af underviser-feedback, mens det andet eksperiment...... indebar peer-feedback og fælles feedback. I begge tilfælde blev selvevalueringen foretaget med udgangspunkt i en kriteriebaseret retteguide. Eksperimenterne medførte, at den eksterne feedback blev målrettet og kvalificeret i forhold til den enkelte studerende, mens selve skriveprocessen mod forventning...

  9. Effects of bandwidth feedback on the automatization of an arm movement sequence.

    Science.gov (United States)

    Agethen, Manfred; Krause, Daniel

    2016-02-01

    We examined the effects of a bandwidth feedback manipulation on motor learning. Effects on movement accuracy, as well as on movement consistency, have been addressed in earlier studies. We have additionally investigated the effects on motor automatization. Because providing error feedback is believed to induce attentional control processes, we suppose that a bandwidth method should facilitate motor automatization. Participants (N=48) were assigned to four groups: one control group and three intervention groups. Participants of the intervention groups practiced an arm movement sequence with 760 trials. The BW0-Group practiced with 100% frequency of feedback. For the BW10-Group, feedback was provided when the errors were larger than 10°. The YokedBW10-Group participants were matched to the feedback schedule of research twins from the BW10-Group. All groups performed pre-tests and retention tests with a secondary task paradigm to test for automaticity. The BW10-Group indicated a higher degree of automatization compared with the BW0-Group, which did not exhibit a change in automaticity. The comparison of the YokedBW10-Group, which also exhibited automatization, and the BW10-Group leads to the proposal that reduction of quantitative feedback frequency and additional positive feedback are responsible for the bandwidth effect. Differences in movement accuracy and consistency were not evident.

  10. Motivational and metacognitive feedback in SQL-Tutor*

    Science.gov (United States)

    Hull, Alison; du Boulay, Benedict

    2015-04-01

    Motivation and metacognition are strongly intertwined, with learners high in self-efficacy more likely to use a variety of self-regulatory learning strategies, as well as to persist longer on challenging tasks. The aim of the research was to improve the learner's focus on the process and experience of problem-solving while using an Intelligent Tutoring System (ITS) and including motivational and metacognitive feedback based on the learner's past states and experiences. An existing ITS, SQL-Tutor, was used with first-year undergraduates studying a database module. The study used two versions of SQL-Tutor: the Control group used a base version providing domain feedback and the Study group used an extended version that also provided motivational and metacognitive feedback. This paper summarises the pre- and post-process results. Comparisons between groups showed some differing trends both in learning outcomes and behaviour in favour of the Study group.

  11. Petroleum supply monthly

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-10-01

    The Petroleum Supply Monthly (PSM) is one of a family of four publications produced by the Petroleum Supply Division within the Energy Information Administration (EIA) reflecting different levels of data timeliness and completeness. The other publications are the Weekly Petroleum Status Report (WPSR), the Winter Fuels Report, and the Petroleum Supply Annual (PSA). Data presented in the PSM describe the supply and disposition of petroleum products in the United States and major US geographic regions. The data series describe production, imports and exports, inter-Petroleum Administration for Defense (PAD) District movements, and inventories by the primary suppliers of petroleum products in the United States (50 States and the District of Columbia). The reporting universe includes those petroleum sectors in primary supply. Included are: petroleum refiners, motor gasoline blends, operators of natural gas processing plants and fractionators, inter-PAD transporters, importers, and major inventory holders of petroleum products and crude oil. When aggregated, the data reported by these sectors approximately represent the consumption of petroleum products in the United States.

  12. Petroleum Supply Monthly

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-02-01

    The Petroleum Supply Monthly (PSM) is one of a family of four publications produced by the Petroleum Supply Division within the Energy Information Administration (EIA) reflecting different levels of data timeliness and completeness. The other publications are the Weekly Petroleum Status Report (WPSR), the Winter Fuels Report, and the Petroleum Supply Annual (PSA). Data presented in the PSM describe the supply and disposition of petroleum products in the United States and major U.S. geographic regions. The data series describe production, imports and exports, inter-Petroleum Administration for Defense (PAD) District movements, and inventories by the primary suppliers of petroleum products in the United States (50 States and the District of Columbia). The reporting universe includes those petroleum sectors in primary supply. Included are: petroleum refiners, motor gasoline blenders, operators of natural gas processing plants and fractionators, inter-PAD transporters, importers, and major inventory holders of petroleum products and crude oil. When aggregated, the data reported by these sectors approximately represent the consumption of petroleum products in the United States. Data presented in the PSM are divided into two sections: Summary Statistics and Detailed Statistics.

  13. COSMIC monthly progress report

    Science.gov (United States)

    1994-01-01

    Activities of the Computer Software Management and Information Center (COSMIC) are summarized for the month of May 1994. Tables showing the current inventory of programs available from COSMIC are presented and program processing and evaluation activities are summarized. Nine articles were prepared for publication in the NASA Tech Brief Journal. These articles (included in this report) describe the following software items: (1) WFI - Windowing System for Test and Simulation; (2) HZETRN - A Free Space Radiation Transport and Shielding Program; (3) COMGEN-BEM - Composite Model Generation-Boundary Element Method; (4) IDDS - Interactive Data Display System; (5) CET93/PC - Chemical Equilibrium with Transport Properties, 1993; (6) SDVIC - Sub-pixel Digital Video Image Correlation; (7) TRASYS - Thermal Radiation Analyzer System (HP9000 Series 700/800 Version without NASADIG); (8) NASADIG - NASA Device Independent Graphics Library, Version 6.0 (VAX VMS Version); and (9) NASADIG - NASA Device Independent Graphics Library, Version 6.0 (UNIX Version). Activities in the areas of marketing, customer service, benefits identification, maintenance and support, and dissemination are also described along with a budget summary.

  14. Balanced bridge feedback control system

    Science.gov (United States)

    Lurie, Boris J. (Inventor)

    1990-01-01

    In a system having a driver, a motor, and a mechanical plant, a multiloop feedback control apparatus for controlling the movement and/or positioning of a mechanical plant, the control apparatus has a first local bridge feedback loop for feeding back a signal representative of a selected ratio of voltage and current at the output driver, and a second bridge feedback loop for feeding back a signal representative of a selected ratio of force and velocity at the output of the motor. The control apparatus may further include an outer loop for feeding back a signal representing the angular velocity and/or position of the mechanical plant.

  15. An Interactive Text Message Intervention to Reduce Binge Drinking in Young Adults: A Randomized Controlled Trial with 9-Month Outcomes.

    Directory of Open Access Journals (Sweden)

    Brian Suffoletto

    Full Text Available Binge drinking is associated with numerous negative consequences. The prevalence and intensity of binge drinking is highest among young adults. This randomized trial tested the efficacy of a 12-week interactive text message intervention to reduce binge drinking up to 6 months after intervention completion among young adults.Young adult participants (18-25 y; n = 765 drinking above the low-risk limits (AUDIT-C score >3/4 women/men, but not seeking alcohol treatment, were enrolled from 4 Emergency Departments (EDs in Pittsburgh, PA. Participants were randomized to one of three conditions in a 2:1:1 allocation ratio: SMS Assessments + Feedback (SA+F, SMS Assessments (SA, or control. For 12 weeks, SA+F participants received texts each Thursday querying weekend drinking plans and prompting drinking limit goal commitment and each Sunday querying weekend drinking quantity. SA+F participants received tailored feedback based on their text responses. To contrast the effects of SA+F with self-monitoring, SA participants received texts on Sundays querying drinking quantity, but did not receive alcohol-specific feedback. The control arm received standard care. Follow-up outcome data collected through web-based surveys were provided by 78% of participants at 3- months, 63% at 6-months and 55% at 9-months. Multiple imputation-derived, intent-to-treat models were used for primary analysis. At 9-months, participants in the SA+F group reported greater reductions in the number of binge drinking days than participants in the control group (incident rate ratio [IRR] 0.69; 95% CI .59 to.79, lower binge drinking prevalence (odds ratio [OR] 0.52; 95% CI 0.26 to 0.98], less drinks per drinking day (beta -.62; 95% CI -1.10 to -0.15 and lower alcohol-related injury prevalence (OR 0.42; 95% CI 0.21 to 0.88. Participants in the SA group did not reduce drinking or alcohol-related injury relative to controls. Findings were similar using complete case analyses.An interactive

  16. Motor Skill Learning in Groups: Some Proposals for Applying Implicit Learning and Self-Controlled Feedback. [Aprendizaje de habilidades/destrezas motoras en grupos: Propuestas para la Aplicación de Aprendizaje Implícito, autocontrolado y retroalimentado].1

    Directory of Open Access Journals (Sweden)

    John Kamp G. van der

    2015-01-01

    Full Text Available Contrary to researchers’ current focus on individual motor skill learning, in institutional settings motor skill learning is often taught in groups. In settings such as physical education and sports, there is not only the interaction between teacher and learner (as in research, but also the many interactions between the learners in the group. In this paper, we discuss the pitfalls of applying research findings without taking into account the different dynamics that the interactions between group members bring about. To this end, we especially discuss implicit motor learning and self-controlled feedback, as these have recently be hailed as being particularly effective for increasing motor skill and self-efficacy. Proposals are provided to adopt these methods for motor skill learning in groups. This is not only relevant for practitioners in physical education and sports, but also establishes an agenda for research. Resumen A diferencia del enfoque actual de los investigadores sobre aprendizaje de habilidades motrices en contextos institucionales tales como la educación físca y los deportes, el aprendizaje motor se enseña frecuentemente en grupos. En estos contextos no solo hay interacción entre el profesor y el alumno (como en el caso de la investigación, sino que también se producen numerosas interacciones entre los alumnos en el seno del grupo. En este artículo se discuten las dificultades en la aplicación de los resultados de estas investigaciones cuando no se tienen en cuenta las diferentes dinámicas que surgen entre los miembros del grupo. Con este fin, expresamente centramos la atención en el aprendizaje motor implícito y el feedback autorregulado, ya que éste ha sido destacado por ser especialmente eficaz para el aumento de las habilidad motriz y la percepción de autoeficacia. Se ofrecen propuestas para la adopción de estos métodos para el aprendizaje de habilidades motrices en grupo. Esto no solo es relevante para los

  17. Best pictures of the month

    CERN Multimedia

    Claudia Marcelloni de Oliveira

    The last sector of the Big Muon Wheels was brought to the cavern in the morning of September 20... ... installed on one of the Big Muon Wheels during the same afternoon... ... just in time to sqeeze lots of people in between two of the all-completed Big Muon Wheels on the 21st of September to celebrate the installation of the last sector. Installation of the first ATLAS small wheel in building 191 on September 10. Some of the people involved in the construction and installation of the chambers on the first ATLAS small wheel in building 191 celebrating its completion on September 20. After hearing that the rock band The Police played in Geneva last month, Muriel got inspired and decided to become a rock star, just like one of her favorites, Keith Richards from the Rolling Stones. Special accomplishment of the month: (top) Martina Hurwitz (#908) and Monica Dunford (680), both from the Chicago University group, completed the Lausanne Marathon on October 21 in 4h 4...

  18. Medical students’ task based learning of P-drug concept – A study to know its effectiveness and participant feedback

    Directory of Open Access Journals (Sweden)

    Afzal A.K Khan

    2015-02-01

    Full Text Available Objectives: To study the effectiveness of task based learning of P-drug concept among 2nd year medical students in India.Methods: This was an interventional study carried out among two groups of 41medical students each.  P-drug concept was introduced to both the groups as a power point aided lecture class. Later, students from group B were assigned a task of preparing a list of P drugs for commonly diagnosed illness in our hospital. Six months after the intervention, knowledge and skills regarding P drug selection was assessed. The results were expressed as counts and percentages. Statistical analysis was done using chi-square test. Student feedback was also taken.Results: Group B showed statistically significant better understanding of P drug concept when compared to group A(p< 0.05. Among group B students 59% were able to rearrange the steps for selecting P drugs in correct order which was significant (p< 0.05, compared to 37% from group A. For determining suitability of drug, 75.6% students from group A and 49% from group B gave importance to patient related factors. Drug related factors were considered important by 19% students from group A and 37% from group B. Group B students (29% showed statistically significant (p <0.05 better understanding of the concept of essential medicines when compared to 10% students from group A.Conclusion: Feedback from interventional group was positive and encouraging. Performing a task provided them to learn better about P drug concept.

  19. Influence of self-controlled feedback on learning a serial motor skill.

    Science.gov (United States)

    Lim, Soowoen; Ali, Asif; Kim, Wonchan; Kim, Jingu; Choi, Sungmook; Radlo, Steven J

    2015-04-01

    Self-controlled feedback on a variety of tasks are well established as effective means of facilitating motor skill learning. This study assessed the effects of self-controlled feedback on the performance of a serial motor skill. The task was to learn the sequence of 18 movements that make up the Taekwondo Poomsae Taegeuk first, which is the first beginner's practice form learned in this martial art. Twenty-four novice female participants (M age=27.2 yr., SD=1.8) were divided into two groups. All participants performed 16 trials in 4 blocks of the acquisition phase and 20 hr. later, 8 trials in 2 blocks of the retention phase. The self-controlled feedback group had significantly higher performance compared to the yoked-feedback group with regard to acquisition and retention. The results of this study may contribute to the literature regarding feedback by extending the usefulness of self-controlled feedback for learning a serial skill.

  20. Prospective controlled assessment of impact of feedback on gastroenterology trainees in outpatient practice.

    LENUS (Irish Health Repository)

    Harewood, Gavin C

    2012-02-01

    BACKGROUND AND AIMS: Previous studies have demonstrated the value of systematic feedback in enhancing endoscopic procedure performance. It remains unknown whether feedback may play a role in modifying physician performance in outpatient practice. This study aimed to assess the impact of systematic feedback on duration of office visits of gastroenterology (GI) trainees in outpatient practice. METHODS: Patients attending a GI outpatient department in an academic medical center were prospectively followed over 4 months. The duration of office visits for consecutive patients seen by five GI fellows of similar experience level were recorded for 2 months (pre-feedback); confidential feedback was then provided to each fellow on a weekly basis for 2 months detailing their individual consultation times and the comparative, anonymous times of the other fellows (post-feedback). RESULTS: Over the course of the study, 1,647 outpatients were seen by five GI fellows. Pre-feedback consultation durations differed significantly with one fellow taking 2.5 times longer than their colleague. Following feedback, times shortened significantly for all fellows, with the greatest impact observed in those trainees taking longer at baseline. There were no significant differences in satisfaction levels among patients seen by each trainee. CONCLUSIONS: There was a wide disparity in the consultation times among GI fellows. Systematic feedback shortened times among all trainees and enhanced uniformity by having the greatest impact among those fellows taking longer at baseline. Routine provision of feedback may be valuable in enhancing uniformity of outpatient practice although clinicians should ensure that shortening consultation visits does not compromise quality of patient care. Future larger studies of feedback in this setting will be enhanced by incorporating objective measures of quality of care and patient satisfaction.

  1. Prospective Controlled Assessment of Impact of Feedback on Gastroenterology Trainees in Outpatient Practice.

    LENUS (Irish Health Repository)

    Harewood, Gavin C

    2011-03-29

    BACKGROUND AND AIMS: Previous studies have demonstrated the value of systematic feedback in enhancing endoscopic procedure performance. It remains unknown whether feedback may play a role in modifying physician performance in outpatient practice. This study aimed to assess the impact of systematic feedback on duration of office visits of gastroenterology (GI) trainees in outpatient practice. METHODS: Patients attending a GI outpatient department in an academic medical center were prospectively followed over 4 months. The duration of office visits for consecutive patients seen by five GI fellows of similar experience level were recorded for 2 months (pre-feedback); confidential feedback was then provided to each fellow on a weekly basis for 2 months detailing their individual consultation times and the comparative, anonymous times of the other fellows (post-feedback). RESULTS: Over the course of the study, 1,647 outpatients were seen by five GI fellows. Pre-feedback consultation durations differed significantly with one fellow taking 2.5 times longer than their colleague. Following feedback, times shortened significantly for all fellows, with the greatest impact observed in those trainees taking longer at baseline. There were no significant differences in satisfaction levels among patients seen by each trainee. CONCLUSIONS: There was a wide disparity in the consultation times among GI fellows. Systematic feedback shortened times among all trainees and enhanced uniformity by having the greatest impact among those fellows taking longer at baseline. Routine provision of feedback may be valuable in enhancing uniformity of outpatient practice although clinicians should ensure that shortening consultation visits does not compromise quality of patient care. Future larger studies of feedback in this setting will be enhanced by incorporating objective measures of quality of care and patient satisfaction.

  2. Interactional Feedback in Naturalistic Interaction between L2 English Learners

    Science.gov (United States)

    Ranaweera, Mahishi

    2015-01-01

    Theoretical and empirical data support that the feedback given in small group activities promote second language acquisition. There are many studies that have examined the impact of interaction on second language acquisition in controlled language situations. This study examines the small group activity "conversation partner" in order to…

  3. Feedback Control of Rotor Overspeed

    Science.gov (United States)

    Churchill, G. B.

    1984-01-01

    Feedback system for automatically governing helicopter rotor speed promises to lessen pilot's workload, enhance maneuverability, and protect airframe. With suitable modifications, concept applied to control speed of electrical generators, automotive engines and other machinery.

  4. NAIP 2015 Imagery Feedback Map

    Data.gov (United States)

    Farm Service Agency, Department of Agriculture — The NAIP 2015 Imagery Feedback map allows users to make comments and observations about the quality of the 2015 National Agriculture Imagery Program (NAIP)...

  5. Do students profit from feedback?

    Directory of Open Access Journals (Sweden)

    Arild Raaheim

    2006-10-01

    Full Text Available Undergraduate students in psychology were given the opportunity to exchange the traditional exam with portfolio assessment. The students received written feedback, by way of a standard feedback form, on two of the three essays of the portfolio. To investigate whether students attend to and act on the feedback, a comparison was made between unofficial marks on the first draft of the first essay and the official marks on the full portfolio at the end of the semester. With approximately 20% of the first drafts being unacceptable in the end only 1.6% of the portfolios failed to reach the level of acceptance. The result is taken to indicate that the students did indeed attend to and profit from the written feedback.

  6. Intensifying the Group Member's Experience Using the Group Log.

    Science.gov (United States)

    Valine, Warren J.

    1983-01-01

    Presents the use of a group log in which members analyze the content and process of each session using a suggested format. The log promotes dialogue between the leader and each group member and involves members more fully in the group process. Feedback indicates the log is valuable. (JAC)

  7. LHC beam stability and feedback control

    Energy Technology Data Exchange (ETDEWEB)

    Steinhagen, Ralph

    2007-07-20

    This report presents the stability and the control of the Large Hadron Collider's (LHC) two beam orbits and their particle momenta using beam-based feedback systems. The aim of this report is to contribute to a safe and reliable LHC commissioning and machine operation. The first part of the analysis gives an estimate of the expected sources of orbit and energy perturbations that can be grouped into environmental sources, machine-inherent sources and machine element failures: the slowest perturbation due to ground motion, tides, temperature fluctuations of the tunnel and other environmental influences are described in this report by a propagation model that is both qualitatively and quantitatively supported by geophone and beam motion measurements at LEP and other CERN accelerators. The second part of this analysis deals with the control of the two LHC beams' orbit and energy through automated feedback systems. Based on the reading of the more than 1056 beam position monitors (BPMs) that are distributed over the machine, a central global feedback controller calculates new deflection strengths for the more than 1060 orbit corrector magnets (CODs) that are suitable to correct the orbit and momentum around their references. this report provides an analysis of the BPMs and CODs involved in the orbit and energy feedback. The BPMs are based on a wide-band time normaliser circuit that converts the transverse beam position reading of each individual particle bunch into two laser pulses that are separated by a time delay and transmitted through optical fibres to an acquisition card that converts the delay signals into a digital position. A simple error model has been tested and compared to the measurement accuracy of LHC type BPMs, obtained through beam-based measurements in the SPS. The average beam position is controlled through 1060 superconducting and individually powered corrector dipole magnets. The proposed correction in 'time-domain' consists of a

  8. 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. Keywords: Rationalizing, oral corrective feedback, Sudanese EFL classrooms, clarification requests, metalinguistic, recast

  9. 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...

  10. Innovation in healthcare team feedback.

    Science.gov (United States)

    Plaza, Christine; Beard, Leslie; Fonzo, Anthony Di; Tommaso, Michael Di; Mujawaz, Yaman; Serra-Julia, Marcel; Morra, Dante

    2011-01-01

    Healthcare delivery is evolving from individual, autonomous practice to collaborative team practice. However, barriers such as professional autonomy, time constraints and the perception of error as failure preclude learning behaviours that can facilitate organizational learning and improvement. Although experimentation, engaging in questions and feedback, discussing errors and reflecting on results can facilitate learning and promote effective performance, the cultural barriers within healthcare can prevent or inhibit this type of behaviour among teams. At the University Health Network's Centre for Innovation in Complex Care, we realize the need for a tool that facilitates learning behaviour and is sensitive to the risk-averse nature of the clinical environment. The vehicle for the Team Feedback Tool is a web-based application called Rypple (www.rypple.com), which allows team members to provide anonymous, rapid-fire feedback on team processes and performance. Rypple facilitates communication, elicits feedback and provokes discussion. The process enables follow-up face-to-face team discussions and encourages teams to create actionable solutions for incremental changes to enhance team health and performance. The Team Feedback Tool was implemented and piloted in general internal medicine at the University Health Network's Toronto General Hospital from early May 2009 to July 2009 to address the issues of teamwork and learning behaviour in the clinical environment. This article explores the opportunities and barriers associated with the implementation of the Team Feedback Tool.

  11. 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

  12. Networks and Small Groups

    OpenAIRE

    Kadushin, Charles

    2005-01-01

    Homans' insights that interaction and sentiment are in a feedback loop that includes clique formation, social ranking and leadership are formalized and derived from a set of limited assumptions and propositions. Freeman's model of groups is used to detect pure informal groups, those that are not consequential upon anything else than sheer hanging around. It produces a system of cliques and rankings based purely on the rates of transitive triads that may include a third who is only weakly conn...

  13. Feedback traps for virtual potentials

    Science.gov (United States)

    Gavrilov, Momčilo; Bechhoefer, John

    2017-03-01

    Feedback traps are tools for trapping and manipulating single charged objects, such as molecules in solution. An alternative to optical tweezers and other single-molecule techniques, they use feedback to counteract the Brownian motion of a molecule of interest. The trap first acquires information about a molecule's position and then applies an electric feedback force to move the molecule. Since electric forces are stronger than optical forces at small scales, feedback traps are the best way to trap single molecules without `touching' them (e.g. by putting them in a small box or attaching them to a tether). Feedback traps can do more than trap molecules: they can also subject a target object to forces that are calculated to be the gradient of a desired potential function U(x). If the feedback loop is fast enough, it creates a virtual potential whose dynamics will be very close to those of a particle in an actual potential U(x). But because the dynamics are entirely a result of the feedback loop-absent the feedback, there is only an object diffusing in a fluid-we are free to specify and then manipulate in time an arbitrary potential U(x,t). Here, we review recent applications of feedback traps to studies on the fundamental connections between information and thermodynamics, a topic where feedback plays an even more fundamental role. We discuss how recursive maximum-likelihood techniques allow continuous calibration, to compensate for drifts in experiments that last for days. We consider ways to estimate work and heat, using them to measure fluctuating energies to a precision of ±0.03 kT over these long experiments. Finally, we compare work and heat measurements of the costs of information erasure, the Landauer limit of kT ln 2 per bit of information erased. We argue that, when you want to know the average heat transferred to a bath in a long protocol, you should measure instead the average work and then infer the heat using the first law of thermodynamics. This

  14. Effectiveness of a web-based health risk assessment with individually-tailored feedback on lifestyle behaviour: study protocol

    Directory of Open Access Journals (Sweden)

    Laan Eva K

    2012-03-01

    Full Text Available Abstract Background Physical inactivity, unhealthy dietary habits, smoking and high alcohol consumption are recognized risk factors for cardiovascular disease and cancer. Web-based health risk assessments with tailored feedback seem promising in promoting a healthy lifestyle. This study evaluates the effectiveness of a web-based health risk assessment with individually-tailored feedback on lifestyle behaviour, conducted in a worksite setting. Methods/Design The web-based health risk assessment starts with a questionnaire covering socio-demographic variables, family and personal medical history, lifestyle behaviour and psychological variables. Prognostic models are used to estimate individual cardiovascular risks. In case of high risk further biometric and laboratory evaluation is advised. All participants receive individually-tailored feedback on their responses to the health risk assessment questionnaire. The study uses a quasi-experimental design with a waiting list control group. Data are collected at baseline (T0 and after six months (T1. Within each company, clusters of employees are allocated to either the intervention or the control group. Primary outcome is lifestyle behaviour, expressed as the sum of five indicators namely physical activity, nutrition, smoking behaviour, alcohol consumption, and symptoms of burnout. Multilevel regression analysis will be used to answer the main research question and to correct for clustering effects. Baseline differences between the intervention and control group in the distribution of characteristics with a potential effect on lifestyle change will be taken into account in further analyses using propensity scores. Discussion This study will increase insight into the effectiveness of health risk assessments with tailored feedback and into conditions that may modify the effectiveness. This information can be used to design effective interventions for lifestyle behaviour change among employees. Trial

  15. Influence of Whole-Body Vibration Training Without Visual Feedback on Balance and Lower-Extremity Muscle Strength of the Elderly: A Randomized Controlled Trial.

    Science.gov (United States)

    Tseng, Shiuan-Yu; Lai, Chung-Liang; Chang, Kai-Ling; Hsu, Pi-Shan; Lee, Meng-Chih; Wang, Chun-Hou

    2016-02-01

    The purpose of this study was to investigate the influence of whole-body vibration (WBV) training without visual feedback on balance and lower-extremity muscle strength in the elderly.Elderly subjects who did not exercise regularly participated in this study. Subjects were randomly divided into a WBV with eyes open group, a visual feedback-deprived plus WBV (VFDWBV) group, and a control group (0 Hz, eyes open). WBV training was provided over a 3-month period, 3 times per week for 5 min each session. Balance performance was measured with the limits of stability test, and muscle strength was measured with an isokinetic dynamometer.A total of 45 elderly subjects with an average age of 69.22  ±  3.97 years, divided into a WBV group (n = 14), a VFDWBV group (n = 17), and a control group (n = 14), completed the trial. Statistically significant differences were found in the balance performance of the 3 groups at different time points (time × group interaction: F = 13.213, P balance than the WBV and control groups. The strength of the knee extensor and flexor muscles had time × group interactions: F = 29.604, P balance performance and lower-extremity muscle strength of the elderly.

  16. Feedback as Real-Time Constructions

    Science.gov (United States)

    Keiding, Tina Bering; Qvortrup, Ane

    2014-01-01

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

  17. A Comparison of Peer and Tutor Feedback

    Science.gov (United States)

    Hamer, John; Purchase, Helen; Luxton-Reilly, Andrew; Denny, Paul

    2015-01-01

    We report on a study comparing peer feedback with feedback written by tutors on a large, undergraduate software engineering programming class. Feedback generated by peers is generally held to be of lower quality to feedback from experienced tutors, and this study sought to explore the extent and nature of this difference. We looked at how…

  18. Feedback i den laegelige postgraduate uddannelse

    DEFF Research Database (Denmark)

    Rubak, Sune; Ipsen, Merete; Sørensen, Jette

    2008-01-01

    . Feedback is essential in medical education and has great implications for the educational climate. It has been shown that a common language regarding the principles of feedback has a sustained effect on quality and frequency of feedback. Further research is needed on feedback and educational climate...

  19. Feedback as Real-Time Constructions

    Science.gov (United States)

    Keiding, Tina Bering; Qvortrup, Ane

    2014-01-01

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

  20. Identifying Mentors' Observations for Providing Feedback

    Science.gov (United States)

    Hudson, Peter

    2016-01-01

    Mentors' feedback can assist preservice teachers' development; yet feedback tends to be variable from one mentor to the next. What do mentors observe for providing feedback? In this study, 24 mentors observed a final-year preservice teacher through a professionally video-recorded lesson and provided written notes for feedback. They observed the…

  1. Multimedia as a Means to Enhance Feedback

    Science.gov (United States)

    Tsutsui, Michio

    2004-01-01

    Interactive feedback, the most common feedback method for oral performance, cannot be used in activities that do not allow for instructor-student interaction, such as speeches and presentations, where feedback should occur after the performance. The conventional ways of providing post-performance or delayed feedback, however, are neither efficient…

  2. Randomized trial of the effect of video feedback on the acquisition of surgical skills.

    Science.gov (United States)

    Farquharson, A L; Cresswell, A C; Beard, J D; Chan, P

    2013-10-01

    Constructive feedback provides a mechanism for reinforcing learning during the acquisition of surgical skills. Feedback is usually given verbally, and sometimes documented, after direct observation by a trained assessor. The aim was to evaluate video recording as an effective modality for enhancing feedback, in comparison with standard verbal feedback alone. This was a prospective, blinded, randomized clinical trial comparing standard verbal feedback plus video with standard verbal feedback alone. Validated pro formas for assessment were used and quality control was performed by independent expert assessors. Trial participants were recorded on video performing the surgical skill, and returned the next day to perform the skill again following video and standard verbal feedback (group 1) or standard verbal feedback alone (group 2). Forty-eight participants were divided equally between the two groups. There was a significant improvement in the mean overall procedure score for group 1 of 2·875 from a maximum achievable score of 20 (P = 0·003), but not for group 2. There were significant improvements in the specific domains of instrument familiarity, needle handling, skin handling and accurate apposition, again all in group 1. The only significant improvement in group 2 was in an organized approach to the task, also observed in group 1. Knot-tying security deteriorated after feedback in group 2 but not in group 1. The addition of video feedback can improve the acquisition of surgical skills, and could be incorporated into formal surgical curricula. © 2013 British Journal of Surgery Society Ltd. Published by John Wiley & Sons Ltd.

  3. Electronic Services Monthly MI Report

    Data.gov (United States)

    Social Security Administration — This electronic services monthly MI report contains monthly MI data for most public facing online online applications such as iClaim, electronic access, Mobile wage...

  4. 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.

  5. The Effect of Direct and Indirect Corrective Feedback on Students' Spelling Errors El efecto de la retroalimentación directa e indirecta sobre los errores de ortografía de los estudiantes

    OpenAIRE

    Sasan Baleghizadeh; Mehdi Dadashi

    2011-01-01

    The study presented here is an attempt to examine the role of indirect feedback in promoting junior high school students' spelling accuracy in English. It compares the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from their textbooks. Two classes were selected from the Zanjanrood District in Iran. Forty-four male students in two groups, one from School A (the direct feedback group) and the other from School B (the indirect feedback group...

  6. Implementation experience during an eighteen month intervention to improve paediatric and newborn care in Kenyan district hospitals

    Directory of Open Access Journals (Sweden)

    Wamae Annah

    2009-07-01

    Full Text Available Abstract Background We have conducted an intervention study aiming to improve hospital care for children and newborns in Kenya. In judging whether an intervention achieves its aims, an understanding of how it is delivered is essential. Here, we describe how the implementation team delivered the intervention over 18 months and provide some insight into how health workers, the primary targets of the intervention, received it. Methods We used two approaches. First, a description of the intervention is based on an analysis of records of training, supervisory and feedback visits to hospitals, and brief logs of key topics discussed during telephone calls with local hospital facilitators. Record keeping was established at the start of the study for this purpose with analyses conducted at the end of the intervention period. Second, we planned a qualitative study nested within the intervention project and used in-depth interviews and small group discussions to explore health worker and facilitators' perceptions of implementation. After thematic analysis of all interview data, findings were presented, discussed, and revised with the help of hospital facilitators. Results Four hospitals received the full intervention including guidelines, training and two to three monthly support supervision and six monthly performance feedback visits. Supervisor visits, as well as providing an opportunity for interaction with administrators, health workers, and facilitators, were often used for impromptu, limited refresher training or orientation of new staff. The personal links that evolved with senior staff seemed to encourage local commitment to the aims of the intervention. Feedback seemed best provided as open meetings and discussions with administrators and staff. Supervision, although sometimes perceived as fault finding, helped local facilitators become the focal point of much activity including key roles in liaison, local monitoring and feedback, problem solving

  7. Factors shaping e-feedback utilization following electronic Objective Structured Clinical Examinations.

    Science.gov (United States)

    Ashby, Samantha E; Snodgrass, Suzanne H; Rivett, Darren A; Russell, Trevor

    2016-09-01

    The development of student-practitioners' practical clinical skills is essential in health professional education. Objective Structured Clinical Examinations are central to the assessment of students performing clinical procedures on simulated patients (actors). While feedback is considered core to learning providing timely, individualised student OSCE feedback is difficult. This study explored the perceptions of students about the multiple factors which shape the utility of e-feedback following an electronic Objective Structured Clinical Examinations, which utilized iPad and specialised software. The e-feedback was trialled in four courses within occupational therapy and physiotherapy pre-professional programs with a cohort of 204 students. Evaluation of student perceptions about feedback was collected using two surveys and eight focus groups. This data showed three factors shaped perceptions of the utility of e- Objective Structured Clinical Examinations feedback: 1) timely accessibility within one day of the assessment, 2) feedback demonstrating examiners' academic literacy and 3) feedback orientated to ways of improving future performance of clinical skills. The study found training in the provision of feedback using IPads and software is needed for examiners to ensure e-feedback meets students' needs for specific, future-oriented e-feedback and institutional requirements for justification of grades.

  8. Your Baby's Growth: 3 Months

    Science.gov (United States)

    ... to Be Smart About Social Media Your Baby's Growth: 3 Months KidsHealth > For Parents > Your Baby's Growth: 3 Months Print A A A What's in ... months of life are a period of rapid growth. Your baby will gain about 1 to 1½ ...

  9. Monthly energy review, August 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-08-01

    The Monthly Energy Review for the month of August 1997, presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of U.S. production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors.

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

    Directory of Open Access Journals (Sweden)

    Stefan Kobza

    Full Text Available 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.

  11. A Study on Direct Feedback and Indirect Feedback in Graduate Students ’Writing

    Institute of Scientific and Technical Information of China (English)

    张志国

    2014-01-01

    Feedback plays a central role in writing development. However correcting students’writing is one of the most time-consuming tasks for our senior English teachers. By conducting a survey of direct feedback and indirect feedback in students writ⁃ing the author tries to test the influence of direct feedback and indirect feedback in graduates ’writing.

  12. Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures

    OpenAIRE

    Harrison, CJ; Könings, KD; Dannefer, EF; Schuwirth, LWT; Wass, V; van der Vleuten, CPM

    2016-01-01

    INTRODUCTION: Feedback after assessment is essential to support the development of optimal performance, but often fails to reach its potential. Although different assessment cultures have been proposed, the impact of these cultures on students' receptivity to feedback is unclear. This study aimed to explore factors which aid or hinder receptivity to feedback. METHODS: Using a constructivist grounded theory approach, the authors conducted six focus groups in three medical schools, in three sep...

  13. Sensory feedback in interlimb coordination

    DEFF Research Database (Denmark)

    Gervasio, Sabata; Voigt, Michael; Kersting, Uwe G.

    2017-01-01

    direct communication between the two sides without the need for the involvement of higher centers. These may also exist in humans since sensory feedback elicited by tibial nerve stimulation on one side (ipsilateral) can affect the muscles activation in the opposite side (contralateral), provoking short......-latency crossed responses (SLCRs). The current study investigated whether contralateral afferent feedback contributes to the mechanism controlling the SLCR in human gastrocnemius muscle. Surface electromyogram, kinematic and kinetic data were recorded from subjects during normal walking and hybrid walking (with.......04). Moreover, estimated spindle secondary afferent and Golgi tendon organ activity were significantly different (P ≤ 0.01) when opposite responses have been observed, that is during normal (facilitation) and hybrid walking (inhibition) conditions. Contralateral sensory feedback, specifically spindle secondary...

  14. Group memory rehabilitation for people with multiple sclerosis: a feasibility randomized controlled trial.

    Science.gov (United States)

    Carr, Sara E; das Nair, Roshan; Schwartz, Annette F; Lincoln, Nadina B

    2014-06-01

    To assess the feasibility and effectiveness of a group memory rehabilitation programme combining compensation and restitution strategies. Randomized controlled trial. Community. People with multiple sclerosis who reported memory difficulties were recruited. A group memory rehabilitation programme, comprising ten 1.5-hour sessions, was compared with a waiting list control. The primary outcome was the Everyday Memory Questionnaire. Secondary outcomes included the General Health Questionnaire 28 and MS Impact Scale administered four and eight months after randomization. In addition, those in the intervention group gave feedback about the intervention. Forty-eight participants were recruited. They were aged 34-72 years (mean 54.3, SD 11.0) and 33 (69%) were women. There were no significant differences between the two groups on the Everyday Memory Questionnaire or MS Impact Scale (P > 0.05) at four or eight months after randomization. However, the intervention group reported significantly better mood than controls on the GHQ-28 at eight months (P = 0.04). Participants showed minimal benefit from the memory rehabilitation programme on quantitative measures but the intervention was well received, as indicated by positive feedback at the end of the intervention. There was no significant effect of the intervention on memory but there was a significant effect on mood. The results suggest a larger scale study is justified. © The Author(s) 2014.

  15. A multifaceted feedback strategy alone does not improve the adherence to organizational guideline-based standards: a cluster randomized trial in intensive care.

    Science.gov (United States)

    de Vos, Maartje L G; van der Veer, Sabine N; Wouterse, Bram; Graafmans, Wilco C; Peek, Niels; de Keizer, Nicolette F; Jager, Kitty J; Westert, Gert P; van der Voort, Peter H J

    2015-07-08

    Organizational data such as bed occupancy rate and nurse-to-patient ratio are related to clinical outcomes and to the efficient use of intensive care unit (ICU) resources. Standards for these performance indicators are provided in guidelines. We studied the effects of a multifaceted feedback strategy to improve the adherence to these standards. In a cluster randomized controlled study design the intervention ICUs received extensive monthly feedback reports, they received outreach visits and initiated a quality improvement team. The control ICUs received limited quarterly feedback reports only. We collected primary data prospectively within the setting of a Dutch national ICU registry over a 14-month study period. The target indicators were bed occupancy rate (aiming at 80 % or below) and nurse-to-patient ratio (aiming at 0.5 or higher). Data were collected per 8-h nursing shift. Logistic regression analysis was performed. For both study end points, the odds ratios (OR) for improvements at follow-up versus at baseline were calculated separately for control and intervention ICUs. We analyzed data on 67,237 nursing shifts. The bed occupancy rate did not improve in the intervention group compared to baseline (adjusted OR 0.88; 95 % confidence interval (CI), 0.62-1.27) or compared to control group (OR 0.67; 95 % CI 0.39-1.15). The nurse-to-patient ratio did not improve (OR 0.72; 95 % CI 0.41-1.26 compared to baseline and OR 0.65; 95 % CI 0.35-1.19 compared to control group). A multifaceted feedback intervention did not improve the adherence to guideline-based standards on the organizational issues bed occupancy rate and nurse-to-patient ratio in the ICU. The reasons may be a limited confidence in data quality, the lack of practical tools for improvement, and the relatively short follow-up. ISRCTN50542146.

  16. Learning without knowing: subliminal visual feedback facilitates ballistic motor learning

    DEFF Research Database (Denmark)

    Lundbye-Jensen, Jesper; Leukel, Christian; Nielsen, Jens Bo

    During daily life we are constantly bombarded by sensory input providing information on the state of our body and the surrounding world. Although we do not consciously perceive all sensory inputs, these may nevertheless have consequences for our future behavior (e.g. Goodale and Milner...... was on the screen during learning. Despite of this, there was a significantly larger learning effect in the subliminal 13-26 ms group compared to the subliminal 0 ms group. In conclusion, the results demonstrate that in addition to supraliminal feedback, subliminal feedback, which was not consciously perceived...... by the learner, indeed facilitated ballistic motor learning. This effect likely relates to multiple (conscious versus unconscious) processing of visual feedback and to the specific neural circuitries involved in optimization of ballistic motor performance....

  17. Galaxy Evolution: Effects of Stellar Feedback on the Halo Formation

    Science.gov (United States)

    Myers, J. M.; Hartmann, D. H.; The, L.-S.

    2003-05-01

    Recent reviews of Milky Way globular cluster formation indicate three groups associated with the formation of the bulge, disk and halo, and one group associated with accretion processes (van den Bergh 2000). Malinie et al. (1991) showed that the metallicity distribution of the halo globular clusters can be reproduced in the ELS scenario if the initial density profile is nonuniform and kinetic feedback from supernovae is taken into account. Their simulations were performed in 1D and did not include dark matter. In this study, using an N-body/SPH simulation, we attempt to explain the effect of stellar feedback on the formation and distribution of the halo globular clusters. We present 3D simulations of a rotating homogeneous collapse including dark matter, cooling gas, and stars. Three formulations of supernova feedback are considered.

  18. The effects of motivation feedback in patients with severe mental illness: a cluster randomized controlled trial

    Directory of Open Access Journals (Sweden)

    Jochems EC

    2015-12-01

    Full Text Available Eline C Jochems,1,2 Christina M van der Feltz-Cornelis,1–3 Arno van Dam,3,4 Hugo J Duivenvoorden,5 Cornelis L Mulder1,6 1Department of Psychiatry, Epidemiological and Social Psychiatric Research Institute, Erasmus MC University Medical Center, Rotterdam, the Netherlands; 2GGz Breburg, Top Clinical Center for Body, Mind and Health, Tilburg, the Netherlands; 3Tilburg University, Faculty of Social Sciences, Tranzo Department, Tilburg, the Netherlands; 4GGZ Westelijk Noord Brabant, Bergen op Zoom, the Netherlands; 5Erasmus MC University Medical Center, Rotterdam, the Netherlands; 6BavoEuropoort, Parnassia Psychiatric Institute, Rotterdam, the Netherlands Objective: To evaluate the effectiveness of providing clinicians with regular feedback on the patient’s motivation for treatment in increasing treatment engagement in patients with severe mental illness.Methods: Design: cluster randomized controlled trial (Dutch Trials Registry NTR2968. Participants: adult outpatients with a primary diagnosis of a psychotic disorder or a personality disorder and their clinicians, treated in 12 community mental health teams (the clusters of two mental health institutions in the Netherlands. Interventions: monthly motivation feedback (MF generated by clinicians additional to treatment as usual (TAU and TAU by the community mental health teams. Primary outcome: treatment engagement at patient level, assessed at 12 months by clinicians. Randomization: teams were allocated to MF or TAU by a computerized randomization program that randomized each team to a single treatment by blocks of varying size. All participants within these teams received similar treatment. Clinicians and patients were not blind to treatment allocation at the 12-month assessment.Results: The 294 randomized patients (148 MF, 146 TAU and 57 clinicians (29 MF, 28 TAU of 12 teams (6 MF, 6 TAU were analyzed according to the intention-to-treat principle. No statistically significant differences

  19. 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.

  20. Linear feedback controls the essentials

    CERN Document Server

    Haidekker, Mark A

    2013-01-01

    The design of control systems is at the very core of engineering. Feedback controls are ubiquitous, ranging from simple room thermostats to airplane engine control. Helping to make sense of this wide-ranging field, this book provides a new approach by keeping a tight focus on the essentials with a limited, yet consistent set of examples. Analysis and design methods are explained in terms of theory and practice. The book covers classical, linear feedback controls, and linear approximations are used when needed. In parallel, the book covers time-discrete (digital) control systems and juxtapos

  1. 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

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

    Directory of Open Access Journals (Sweden)

    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.

  3. Desenvolvimento ponderal de bovinos de corte de diferentes grupos genéticos de Charolês x Nelore inteiros ou castrados aos oito meses Growth of beef cattle from different genetic groups of Charolais x Nellore intact or castrated at eight months

    Directory of Open Access Journals (Sweden)

    Lígia Pigatto Pereira

    2000-12-01

    Full Text Available O objetivo deste trabalho foi avaliar animais inteiros ou castrados aos oito meses, de diferentes sistemas de acasalamento (SA: de raça definida (D, cruzados da primeira (G1 e da segunda (G2 geração, e de diferentes grupos genéticos (GG em cada SA, D: Charolês (C vs Nelore (N, G1: ½CN vs ½NC e G2: ¾CN vs ¾NC, quanto ao desenvolvimento ponderal desde o nascimento até o abate. Foram utilizados 78 animais desmamados aos três meses, confinados dos 7 aos 12 meses (primeiro inverno/primavera, mantidos em pastagem natural (PN dos 12 aos 20 meses (segundo verão/outono e confinados dos 20 aos 24 meses (segundo inverno/primavera, quando foram abatidos. Foi observada heterose de 20,44% para G1 e 14,44% para G2 no peso aos 24 meses. Entre os definidos, o C foi mais pesado que o N em todas as idades avaliadas. Na G2, ocorreram diferenças em peso (PThe objective of this work was to evaluate the growth of beef cattle intact or castrated at eight months, from different mating systems (MS: straightbreds (S, crossbreds of first (G1 and second (G2 generation, and of different genetic groups (GG in each MS, S: Charolais (C vs Nellore (N, G1: ½CN vs ½NC and G2: ¾CN vs ¾NC. Seventy-eight animals, weaned at three months, were submitted to feedlot from 7 to 12 months (first winter/spring, maintained in native pasture (NP from 12 to 20 months (second summer/autumn, and finished in feedlot from 20 to 2 4 months (second winter/spring, when they were slaughtered. Heterosis of 20.44% for G1 and 14.44% for G2 was observed for weight at 24 months. The C was heavier than the N in all ages. In the G2, the ¾CN was heavier (P<.05 at three, eight and twelve months. Intact animals presented higher (P<.05 ADG than the castrated ones during the first feedlot period, but in NP no difference occurred between sexual condition. Heterosis for weight per day of age was 22.25% for G1 and 14.54% for G2. The G2 animals had lower ADG than the S and G1 during the first feedlot

  4. Influence of Feedback Levels on Polarized Optical Feedback Characteristics in Zeeman-Birefringence Dual Frequency Lasers

    Institute of Scientific and Technical Information of China (English)

    MAO Wei; ZHANG Shu-Lian; ZHOU Lu-Fei; LIU Xiao-Yan; WANG Ming-Ming

    2007-01-01

    The influence of Feedback levels on the intensity and polarization properties of polarized optical feedback in a Zeeman-birefringence dual frequency laser is systematically investigated. By changing the feedback power ratio, different feedback levels are obtained. Three distinct regimes of polarized optical feedback effects are found and defined as regimes Ⅰ, Ⅱand Ⅲ. The feedback level boundaries among the regimes are acquired experimentally. The theoretical analysis is presented to be in good agreement with the experimental results.

  5. The Effect of Feedback Style on Feedback Seeking Behaviors: an Examination of Perceived Competence

    OpenAIRE

    Stimpson, Emily Carol

    1999-01-01

    Research in the area of feedback seeking behaviors (Ashford & Cummings, 1983) has failed to examine the impact of a supervisorâ s feedback style on a subordinateâ s subsequent feedback seeking. This is an important area for investigation due to the positive relationship between feedback seeking and performance. Deci and Ryanâ s cognitive evaluation theory suggests that intrinsic motivation may be an important mediator between feedback style and FSB in that feedback ...

  6. Pantomime-Grasping: Advance Knowledge of Haptic Feedback Availability Supports an Absolute Visuo-Haptic Calibration.

    Science.gov (United States)

    Davarpanah Jazi, Shirin; Heath, Matthew

    2016-01-01

    An emerging issue in movement neurosciences is whether haptic feedback influences the nature of the information supporting a simulated grasping response (i.e., pantomime-grasping). In particular, recent work by our group contrasted pantomime-grasping responses performed with (i.e., PH+ trials) and without (i.e., PH- trials) terminal haptic feedback in separate blocks of trials. Results showed that PH- trials were mediated via relative visual information. In contrast, PH+ trials showed evidence of an absolute visuo-haptic calibration-a finding attributed to an error signal derived from a comparison between expected and actual haptic feedback (i.e., an internal forward model). The present study examined whether advanced knowledge of haptic feedback availability influences the aforementioned calibration process. To that end, PH- and PH+ trials were completed in separate blocks (i.e., the feedback schedule used in our group's previous study) and a block wherein PH- and PH+ trials were randomly interleaved on a trial-by-trial basis (i.e., random feedback schedule). In other words, the random feedback schedule precluded participants from predicting whether haptic feedback would be available at the movement goal location. We computed just-noticeable-difference (JND) values to determine whether responses adhered to, or violated, the relative psychophysical principles of Weber's law. Results for the blocked feedback schedule replicated our group's previous work, whereas in the random feedback schedule PH- and PH+ trials were supported via relative visual information. Accordingly, we propose that a priori knowledge of haptic feedback is necessary to support an absolute visuo-haptic calibration. Moreover, our results demonstrate that the presence and expectancy of haptic feedback is an important consideration in contrasting the behavioral and neural properties of natural and simulated grasping.

  7. Natural Gas Monthly, October 1993

    Energy Technology Data Exchange (ETDEWEB)

    1993-11-10

    The (NGM) Natural Gas Monthly highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. This month`s feature articles are: US Production of Natural Gas from Tight Reservoirs: and Expanding Rule of Underground Storage.

  8. Natural gas monthly, May 1994

    Energy Technology Data Exchange (ETDEWEB)

    1994-05-25

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. The featured articles for this month are: Opportunities with fuel cells, and revisions to monthly natural gas data.

  9. Monthly energy review, January 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-01-01

    This report presents an overview of recent monthly energy statistics. Major activities covered include production, consumption, trade, stocks, and prices for fossil fuels, electricity, and nuclear energy.

  10. Natural gas monthly, July 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-07-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. The feature article this month is entitled ``Intricate puzzle of oil and gas reserves growth.`` A special report is included on revisions to monthly natural gas data. 6 figs., 24 tabs.

  11. Monthly Program Cost Report (MPCR)

    Data.gov (United States)

    Department of Veterans Affairs — The Monthly Program Cost Report (MPCR) replaces the Cost Distribution Report (CDR). The MPCR provides summary information about Veterans Affairs operational costs,...

  12. On interconnections, control, and feedback

    NARCIS (Netherlands)

    Willems, JC

    1997-01-01

    The purpose of this paper is to study interconnections and control of dynamical systems in a behavioral context. We start with an extensive physical example which serves to illustrate that the familiar input-output feedback loop structure is not as universal as we have been taught to believe, This l

  13. On interconnections, control, and feedback

    NARCIS (Netherlands)

    Willems, JC

    The purpose of this paper is to study interconnections and control of dynamical systems in a behavioral context. We start with an extensive physical example which serves to illustrate that the familiar input-output feedback loop structure is not as universal as we have been taught to believe, This

  14. Feedback: How to Teach How.

    Science.gov (United States)

    Krovar, Susan K.; And Others

    1992-01-01

    To give definitive feedback, physical education teachers must be able to teach basic kinesiological and mechanical principles of movement and how they apply to specific sports skills. The article includes a chart with common kinesiological and mechanical principles applied to particular movements. Appropriate teaching cues are noted. (SM)

  15. Feedback, Incentives and Peer Effects

    DEFF Research Database (Denmark)

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

    effects in the piece-rate pay scheme. In both pay schemes, interim feedback generates negative quality peer effects on the less able performers. We find however evidence of positive peer effects in the tournament scheme since the underdogs almost never quit the competition even when lagging significantly...

  16. LFSC - Linac Feedback Simulation Code

    Energy Technology Data Exchange (ETDEWEB)

    Ivanov, Valentin; /Fermilab

    2008-05-01

    The computer program LFSC (Feedback Simulation Code>) is a numerical tool for simulation beam based feedback in high performance linacs. The code LFSC is based on the earlier version developed by a collective of authors at SLAC (L.Hendrickson, R. McEwen, T. Himel, H. Shoaee, S. Shah, P. Emma, P. Schultz) during 1990-2005. That code was successively used in simulation of SLC, TESLA, CLIC and NLC projects. It can simulate as pulse-to-pulse feedback on timescale corresponding to 5-100 Hz, as slower feedbacks, operating in the 0.1-1 Hz range in the Main Linac and Beam Delivery System. The code LFSC is running under Matlab for MS Windows operating system. It contains about 30,000 lines of source code in more than 260 subroutines. The code uses the LIAR ('Linear Accelerator Research code') for particle tracking under ground motion and technical noise perturbations. It uses the Guinea Pig code to simulate the luminosity performance. A set of input files includes the lattice description (XSIF format), and plane text files with numerical parameters, wake fields, ground motion data etc. The Matlab environment provides a flexible system for graphical output.

  17. Environmental Feedback and Spatial Conditioning

    DEFF Research Database (Denmark)

    Foged, Isak Worre; Poulsen, Esben Skouboe

    2010-01-01

    with structural integrity, where thermal energy flow through the prototype, to be understood as a membrane, can be controlled and the visual transparancy altered. The work shows performance based feedback systems and physical prototype models driven by information streaming, screening and application....

  18. Career Goal Revision in Response to Negative Feedback: Testing a Longitudinal Cross-Lagged Model.

    Science.gov (United States)

    Hu, Shi; Creed, Peter A; Hood, Michelle

    2017-02-06

    We tested a model based on goal-setting and self-regulation theories of the cross-lagged relationships among negative career-related feedback, negative affect (career-related stress), and career goal revision (downward goal revision and goal disengagement). Participants were 409 Chinese university/college students (Mage 19 years; 58% female), who completed a survey at 2 time points approximately 6 months apart. Consistent with our hypotheses, negative career-related feedback at T1 was related to more career goal disengagement and greater downward goal revision at T2. Career-related stress partially mediated the relationship between negative career-related feedback and downward goal revision. In addition, there were reverse relationships between negative career-related feedback and career-related stress, and between career-related stress and goal disengagement. These findings highlight important roles for negative career-related feedback and negative affect in young peoples' career goal pursuit. (PsycINFO Database Record

  19. Users page feedback

    CERN Multimedia

    2010-01-01

    In October last year the Communication Group proposed an interim redesign of the users’ web pages in order to improve the visibility of key news items, events and announcements to the CERN community. The proposed update to the users' page (right), and the current version (left, behind) This proposed redesign was seen as a small step on the way to much wider reforms of the CERN web landscape proposed in the group’s web communication plan.   The results are available here. Some of the key points: - the balance between news / events / announcements and access to links on the users’ pages was not right - many people asked to see a reversal of the order so that links appeared first, news/events/announcements last; - many people felt that we should keep the primary function of the users’ pages as an index to other CERN websites; - many people found the sections of the front page to be poorly delineated; - people do not like scrolling; - there were performance...

  20. Why self-controlled feedback enhances motor learning: Answers from electroencephalography and indices of motivation.

    Science.gov (United States)

    Grand, Kirk F; Bruzi, Alessandro T; Dyke, Ford B; Godwin, Maurice M; Leiker, Amber M; Thompson, Andrew G; Buchanan, Taylor L; Miller, Matthew W

    2015-10-01

    It was tested whether learners who choose when to receive augmented feedback while practicing a motor skill exhibit enhanced augmented feedback processing and intrinsic motivation, along with superior learning, relative to learners who do not control their feedback. Accordingly, participants were assigned to either self-control (Self) or yoked groups and asked to practice a non-dominant arm beanbag toss. Self participants received augmented feedback at their discretion, whereas Yoked participants were given feedback schedules matched to Self counterparts. Participants' visual feedback was occluded, and when they received augmented feedback, their processing of it was indexed with the electroencephalography-derived feedback-related negativity (FRN). Participants self-reported intrinsic motivation via the Intrinsic Motivation Inventory (IMI) after practice, and completed a retention and transfer test the next day to index learning. Results partially support the hypothesis. Specifically, Self participants reported higher IMI scores, exhibited larger FRNs, and demonstrated better accuracy on the transfer test, but not on the retention test, nor did they exhibit greater consistency on the retention or transfer tests. Additionally, post-hoc multiple regression analysis indicated FRN amplitude predicted transfer test accuracy (accounting for IMI score). Results suggest self-controlled feedback schedules enhance feedback processing, which enhances the transfer of a newly acquired motor skill.

  1. Ergonomics of laparoscopic graspers and the importance of haptic feedback: the surgeons' perspective.

    Science.gov (United States)

    Alleblas, Chantal C J; Vleugels, Michel P H; Nieboer, Theodoor E

    2016-01-01

    Haptic feedback is drastically reduced in laparoscopic surgery compared to open surgery. Introducing enhanced haptic feedback in laparoscopic instruments might well improve surgical safety and efficiency. In the design process of a laparoscopic grasper with enhanced haptic feedback, handle design should be addressed to strive for optimal usability and comfort. Additionally, the surgeons' perspective on the potential benefits of haptic feedback should be assessed to ascertain the clinical interest of enhanced haptic feedback. A questionnaire was designed to determine surgeons' use and preferences for laparoscopic instruments and expectations about enhanced haptic feedback. Surgeons were also asked whether they experience physical complaints related to laparoscopic instruments. The questionnaire was distributed to a group of laparoscopic surgeons based in Europe. From the 279 contacted subjects, 98 completed the questionnaire (response rate 35 %). Of all respondents, 77 % reported physical complaints directly attributable to the use of laparoscopic instruments. No evident similarity in the main preference for graspers was found, either with or without haptic feedback. According to respondents, the added value of haptic feedback could be of particular use in feeling differences in tissue consistencies, feeling the applied pressure, locating a tumor or enlarged lymph node, feeling arterial pulse, and limiting strain in the surgeon's hand. This study stresses that the high prevalence of physical complaints directly related to laparoscopic instruments among laparoscopic surgeons is still relevant. Furthermore, the potential benefits of enhanced haptic feedback in laparoscopic surgery are recognized by laparoscopic specialists. Therefore, haptic feedback is considered an unmet need in laparoscopy.

  2. Study and application of crown feedback control in hot strip rolling

    Institute of Scientific and Technical Information of China (English)

    Xiaodong Wang; Anrui He; Quan Yang; Zhi Xie; Hongtao Yang

    2007-01-01

    Crown feedback control is one part of the automatic shape control (ASC) system. On the basis of large simulation researches conducted, a linear crown feedback control model was put forward and applied in actual strip rolling. According to its successful operation in the ASP 1700 hot strip mill of Angang Group for one year and also from the statistical results of several crown measurements, it can be definitely said that this control model is highly effective and shows stable performance. The control effectiveness of different gauges of strips with the feedback control is found to increase by 10%-30% compared with that without feedback control.

  3. Responder Technology Alert Monthly (January 2015)

    Energy Technology Data Exchange (ETDEWEB)

    Upton, Jaki F. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Stein, Steven L. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    2015-02-01

    As part of technology foraging for the Responder Technology Alliance, established by the Department of Homeland Science and Technologies First Responders Group, this report summarizes technologies that are relevant in the area of “wearables,” with the potential for use by first responders. The content was collected over the previous month(s) and reproduced from a general Internet search using the term wearables. Additional information is available at the websites provided. This report is not meant to be an exhaustive list nor an endorsement of any technology described herein. Rather, it is meant to provide useful information about current developments in the areas wearable technology.

  4. Responder Technology Alert Monthly (December 2014)

    Energy Technology Data Exchange (ETDEWEB)

    Upton, Jaki F. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Stein, Steven L. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

    2015-02-13

    As part of technology foraging for the Responder Technology Alliance, established by the Department of Homeland Science and Technologies First Responders Group, this report summarizes technologies that are relevant in the area of “wearables,” with the potential for use by first responders. The content was collected over the previous month(s) and reproduced from a general Internet search using the term wearables. Additional information is available at the websites provided. This report is not meant to be an exhaustive list nor an endorsement of any technology described herein. Rather, it is meant to provide useful information about current developments in the areas wearable technology.

  5. What Role for Collaboration in Writing and Writing Feedback

    Science.gov (United States)

    Wigglesworth, Gillian; Storch, Neomy

    2012-01-01

    Writing is generally thought of as an activity which is carried out individually, often with feedback then provided by a teacher or colleague. While the use of pair or small group work in the second language classroom in relation to oral work has been extensively studied, and its benefits well documented, there are only a few studies which have…

  6. Smart Shopping Carts: How Real-Time Feedback Influences Spending

    NARCIS (Netherlands)

    Ittersum, van K.; Wansink, B.; Pennings, J.M.E.; Sheehan, D.

    2013-01-01

    Although interest in smart shopping carts is increasing, both retailers and consumer groups have concerns about how real-time spending feedback will influence shopping behavior. Building on budgeting and spending theories, the authors conduct three lab and grocery store experiments that robustly sho

  7. Smart shopping carts : How real-time feedback influences spending

    NARCIS (Netherlands)

    van Ittersum, Koert; Wansink, B.; Pennings, J.M.E.; Sheehan, D.

    2013-01-01

    Although interest in smart shopping carts is increasing, both retailers and consumer groups have concerns about how real-time spending feedback will influence shopping behavior. Building on budgeting and spending theories, the authors conduct three lab and grocery store experiments that robustly sho

  8. Smart Shopping Carts: How Real-Time Feedback Influences Spending

    NARCIS (Netherlands)

    Ittersum, van K.; Wansink, B.; Pennings, J.M.E.; Sheehan, D.

    2013-01-01

    Although interest in smart shopping carts is increasing, both retailers and consumer groups have concerns about how real-time spending feedback will influence shopping behavior. Building on budgeting and spending theories, the authors conduct three lab and grocery store experiments that robustly sho

  9. An Experimental Study of Corrective Feedback during Video-Conferencing

    Science.gov (United States)

    Monteiro, Kátia

    2014-01-01

    This study investigated the effectiveness of oral metalinguistic feedback and recasts as well as the effect of focused tasks (FT) in the development of implicit and explicit knowledge during video-conference interactions. This was accomplished by partial replication of a study performed in a classroom setting. Three groups of Brazilian EFL…

  10. Smart shopping carts : How real-time feedback influences spending

    NARCIS (Netherlands)

    van Ittersum, Koert; Wansink, B.; Pennings, J.M.E.; Sheehan, D.

    2013-01-01

    Although interest in smart shopping carts is increasing, both retailers and consumer groups have concerns about how real-time spending feedback will influence shopping behavior. Building on budgeting and spending theories, the authors conduct three lab and grocery store experiments that robustly sho

  11. Descriptive Feedback; Increasing Teacher Awareness, Adapting Research Techniques.

    Science.gov (United States)

    Kepler, Karen B.

    This study investigated the ability of middle school teachers to use descriptive feedback from their students in changing their teaching behavior. One homeroom group of twenty-five students was observed in interaction with nine teachers of math, English, social studies, and science over a one-year period to elicit both quantifiable and qualitative…

  12. Smart shopping carts : How real-time feedback influences spending

    NARCIS (Netherlands)

    van Ittersum, Koert; Wansink, B.; Pennings, J.M.E.; Sheehan, D.

    2013-01-01

    Although interest in smart shopping carts is increasing, both retailers and consumer groups have concerns about how real-time spending feedback will influence shopping behavior. Building on budgeting and spending theories, the authors conduct three lab and grocery store experiments that robustly

  13. Smart Shopping Carts: How Real-Time Feedback Influences Spending

    NARCIS (Netherlands)

    Ittersum, van K.; Wansink, B.; Pennings, J.M.E.; Sheehan, D.

    2013-01-01

    Although interest in smart shopping carts is increasing, both retailers and consumer groups have concerns about how real-time spending feedback will influence shopping behavior. Building on budgeting and spending theories, the authors conduct three lab and grocery store experiments that robustly

  14. Global desertification: Drivers and feedbacks

    Science.gov (United States)

    D'Odorico, Paolo; Bhattachan, Abinash; Davis, Kyle F.; Ravi, Sujith; Runyan, Christiane W.

    2013-01-01

    Desertification is a change in soil properties, vegetation or climate, which results in a persistent loss of ecosystem services that are fundamental to sustaining life. Desertification affects large dryland areas around the world and is a major cause of stress in human societies. Here we review recent research on the drivers, feedbacks, and impacts of desertification. A multidisciplinary approach to understanding the drivers and feedbacks of global desertification is motivated by our increasing need to improve global food production and to sustainably manage ecosystems in the context of climate change. Classic desertification theories look at this process as a transition between stable states in bistable ecosystem dynamics. Climate change (i.e., aridification) and land use dynamics are the major drivers of an ecosystem shift to a “desertified” (or “degraded”) state. This shift is typically sustained by positive feedbacks, which stabilize the system in the new state. Desertification feedbacks may involve land degradation processes (e.g., nutrient loss or salinization), changes in rainfall regime resulting from land-atmosphere interactions (e.g., precipitation recycling, dust emissions), or changes in plant community composition (e.g., shrub encroachment, decrease in vegetation cover). We analyze each of these feedback mechanisms and discuss their possible enhancement by interactions with socio-economic drivers. Large scale effects of desertification include the emigration of “environmental refugees” displaced from degraded areas, climatic changes, and the alteration of global biogeochemical cycles resulting from the emission and long-range transport of fine mineral dust. Recent research has identified some possible early warning signs of desertification, which can be used as indicators of resilience loss and imminent shift to desert-like conditions. We conclude with a brief discussion on some desertification control strategies implemented in different

  15. Outcomes and Perceptions of Annotated Video Feedback Following Psychomotor Skill Laboratories

    Science.gov (United States)

    Truskowski, S.; VanderMolen, J.

    2017-01-01

    This study sought to explore the effectiveness of annotated video technology for providing feedback to occupational therapy students learning transfers, range of motion and manual muscle testing. Fifty-seven first-year occupational therapy students were split into two groups. One received annotated video feedback during a transfer lab and…

  16. The University of Amsterdam at TREC 2010: Session, Entity, and Relevance Feedback

    NARCIS (Netherlands)

    Bron, M.; He, J.; Hofmann, K.; Meij, E.; de Rijke, M.; Tsagkias, E.; Weerkamp, W.

    2010-01-01

    We describe the participation of the University of Amsterdam’s ILPS group in the session, entity, and relevance feedback track at TREC 2010. In the Session Track we explore the use of blind relevance feedback to bias a follow-up query towards or against the topics covered in documents returned to th

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

    Science.gov (United States)

    Wojcikowski, K.; Brownie, S.

    2013-01-01

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

  18. An Investigation of Response Generalization across Cleaning and Restocking Behaviors in the Context of Performance Feedback

    Science.gov (United States)

    DeRiso, Anthony; Ludwig, Timothy D.

    2012-01-01

    The impact of task clarification and performance feedback on cleaning and restocking behaviors on both targeted and nontargeted behaviors was analyzed using an AB multiple baseline design across behaviors. Task clarification was presented on an enlarged poster to the serving staff at a fine dining restaurant. Group performance feedback was…

  19. The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication

    Science.gov (United States)

    Ko, Chao-Jung

    2015-01-01

    This study examined the relationship between Synchronous Voice Computer Mediated Communication (SVCMC) interaction and the use of feedback types, especially pronunciation feedback types, in distance tutoring contexts. The participants, divided into two groups (explicit and recast), were twelve beginning/low-intermediate level English as a Foreign…

  20. 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

  1. 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.

  2. 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.

  3. Multibunch working group

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2001-07-01

    The goal of this working group was to foment discussions about the use and limitations of multi-bunch, representatives from most operating or in-project synchrotron radiation sources (ALS, SPEAR, BESSY-2, SPRING-8, ANKA, DELTA, PEP-2, DIAMOND, ESRF...) have presented their experience. The discussions have been led around 3 topics: 1) resistive wall instabilities and ion instabilities, 2) higher harmonic cavities, and 3) multibunch feedback systems.

  4. Supporting driver headway choice: the effects of discrete headway feedback when following headway instructions.

    Science.gov (United States)

    Risto, Malte; Martens, Marieke H

    2014-07-01

    With specific headway instructions drivers are not able to attain the exact headways as instructed. In this study, the effects of discrete headway feedback (and the direction of headway adjustment) on headway accuracy for drivers carrying out time headway instructions were assessed experimentally. Two groups of each 10 participants (one receiving headway feedback; one control) carried out headway instructions in a driving simulator; increasing and decreasing their headway to a target headway of 2 s at speeds of 50, 80, and 100 km/h. The difference between the instructed and chosen headway was a measure for headway accuracy. The feedback group heard a sound signal at the moment that they crossed the distance of the instructed headway. Unsupported participants showed no significant difference in headway accuracy when increasing or decreasing headways. Discrete headway feedback had varying effects on headway choice accuracy. When participants decreased their headway, feedback led to higher accuracy. When increasing their headway, feedback led to a lower accuracy, compared to no headway feedback. Support did not affect driver's performance in maintaining the chosen headway. The present results suggest that (a) in its current form discrete headway feedback is not sufficient to improve the overall accuracy of chosen headways when carrying out headway instructions; (b) the effect of discrete headway feedback depends on the direction of headway adjustment. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

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

    Directory of Open Access Journals (Sweden)

    Seilin Uhm

    2015-07-01

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

  6. Monthly energy review, November 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-11-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 61 tabs.

  7. Natural gas monthly, February 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-02-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. 6 figs., 28 tabs.

  8. Monthly energy review: April 1996

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-04-01

    This monthly report presents an overview of energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. A section is also included on international energy. The feature paper which is included each month is entitled ``Energy equipment choices: Fuel costs and other determinants.`` 37 figs., 59 tabs.

  9. ULTRAPLATE 30 month management report

    DEFF Research Database (Denmark)

    Jensen, Jens Dahl

    2003-01-01

    In the period from month 24 to month 30 focus has been on the work-package 3 activities concerning optimisation of the newly developed ULTRAPLATE technology towards specific industrial applications. Three main application areas have been pursued: 1) High- speed plating of lead free solder contact...

  10. Your Baby's Growth: 5 Months

    Science.gov (United States)

    ... to Be Smart About Social Media Your Baby's Growth: 5 Months KidsHealth > For Parents > Your Baby's Growth: 5 Months Print A A A What's in ... your child's birth, the doctor has been recording growth in weight, length, and head size (circumference) during ...

  11. Monthly energy review, November 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-11-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 91 tabs.

  12. Natural gas monthly, November 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-11-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. 6 figs., 27 tabs.

  13. Natural gas monthly, January 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-02-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. 6 figs., 28 tabs.

  14. Monthly energy review, October 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-10-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 61 tabs.

  15. Monthly energy review, June 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-06-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 36 figs., 61 tabs.

  16. Monthly energy review, May 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-05-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 61 tabs.

  17. Monthly energy review, January 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-01-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 61 tabs.

  18. Monthly energy review, February 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-02-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 73 tabs.

  19. Monthly energy review, March 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-03-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs., 74 tabs.

  20. Natural gas monthly, December 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-12-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. 6 figs., 28 tabs.

  1. Left behind by Birth Month

    Science.gov (United States)

    Solli, Ingeborg Foldøy

    2017-01-01

    Utilizing comprehensive administrative data from Norway I investigate long-term birth month effects. I demonstrate that the oldest children in class have a substantially higher GPA than their younger peers. The birth month differences are larger for low-SES children. Furthermore, I find that the youngest children in class are lagging significantly…

  2. Monthly Energy Review, February 1996

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-02-26

    This monthly publication presents an overview of EIA`s recent monthly energy statistics, covering the major activities of U.S. production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. Two brief descriptions (`energy plugs`) on two EIA publications are presented at the start.

  3. Haida Months of the Year.

    Science.gov (United States)

    Cogo, Robert

    Students are introduced to Haida vocabulary in this booklet which briefly describes the seasons and traditional seasonal activities of Southeastern Alaska Natives. The first section lists the months in English and Haida; e.g., January is "Taan Kungaay," or "Bear Hunting Month." The second section contains seasonal names in…

  4. Monthly energy review, November 1996

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-11-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 75 tabs.

  5. Monthly energy review, July 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-07-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. 37 figs. 73 tabs.

  6. 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

  7. Soliciting feedback: on becoming an effective clinical teacher.

    Science.gov (United States)

    Orlander, J D; Fincke, B G

    1994-06-01

    The art of teaching is difficult to master. When teaching in small groups, as often happens in clinical medicine, there is an opportunity to find out what works by speaking directly with students. The information they provide can serve as an invaluable guide, permitting refinement of skill over time. There are, however, significant barriers to this process. The art lies in finding an approach that is comfortable for both parties. The authors refer to this activity as soliciting feedback. They offer guidelines for soliciting feedback as an aid to improving teaching efforts.

  8. A Contrastive Analysis on Web-based Intercultural Peer Feedback

    Directory of Open Access Journals (Sweden)

    Qin Wang

    2013-11-01

    Full Text Available This paper made a contrastive analysis on peer feedback generated by Chinese EFL learners and Native Speakers of English, who participated in a web-based Cross-Pacific Writing Exchange program. The analysis mainly focused on differences in terms of commenting size, nature and function; the pragmatic differences between two groups of learners were investigated as well. The present study afforded us lessons for peer review training program and provided pedagogical implications for L2 writing. Keywords: peer feedback; web-based; intercultural; contrastive analysis

  9. Feedback as real-time constructions

    DEFF Research Database (Denmark)

    Keiding, Tina Bering; Qvortrup, Ane

    2014-01-01

    This article offers a re-description of feedback and the significance of time in feedback constructions based on systems theory. It describes feedback as internal, real-time constructions in a learning system. From this perspective, feedback is neither immediate nor delayed, but occurs in the very...... instant it takes place. This article argues for a clear distinction between the timing of communicative events, such as responses that are provided as help for feedback constructions, and the feedback construction itself as an event in a psychic system. Although feedback is described as an internal......, system-relative construction, different teaching environments offer diverse conditions for feedback constructions. The final section of this article explores this idea with the help of examples from both synchronous oral interaction and asynchronous text-based interaction mediated by digital media....

  10. Evaluative Feedback: Perspectives on Media Effects

    National Research Council Canada - National Science Library

    Watts, Stephanie A

    2007-01-01

    .... No feedback effectiveness differences were found between media conditions, although determinants of feedback effectiveness differed significantly depending on the medium. These results are generally consistent with the theoretical model.

  11. Digital Detection and feedback Fluxgate Magnetometer

    DEFF Research Database (Denmark)

    Piil-Henriksen, J.; Merayo, José M.G.; Nielsen, Otto V;

    1996-01-01

    A new full Earth's field dynamic feedback fluxgate magnetometer is described. It is based entirely on digital signal processing and digital feedback control, thereby replacing the classical second harmonic tuned analogue electronics by processor algorithms. Discrete mathematical cross...

  12. Observational Signatures Of Agn Feedback Across Cosmic Time

    Science.gov (United States)

    Wylezalek, Dominika

    2017-06-01

    While many compelling models of AGN feedback exist, there is no clear data-driven picture of how winds are launched, how they propagate through the galaxy and what impact they have on the galactic gas. Recent work suggests that AGN luminosity plays an important role. The following described projects focus on understanding the power, reach and impact of feedback processes exerted by AGN of different power. I first describe recent efforts in our group of relating feedback signatures in powerful quasars to the specific star formation rate in their host galaxies, where our results are consistent with the AGN having a `negative' impact through feedback on the galaxies' star formation history. Feedback signatures seem to be best observable in gas-rich galaxies where the coupling of the AGN-driven wind to the gas is strongest, in agreement with recent simulations. But how and where does this quenching happen? Is it accomplished through the mechanical action of jets or through nuclear winds driven by radiation pressure? Finally, I show that AGN signatures and AGN-driven winds can be easily hidden and not be apparent in the integrated spectrum of a galaxy hosting a low/intermediate-luminosity AGN. Using data from the new SDSS-IV MaNGA survey, we have developed a new AGN selection algorithm tailored to IFU data and we are uncovering a much more nuanced picture of AGN activity allowing us to discover AGN signatures at large distances from the galaxy center. This implies that large IFU surveys, such as the SDSS-IV MaNGA survey, might uncover many previously unknown AGN and feedback signatures related to them. Outflows and feedback from low- and intermediate-luminosity AGN might have been underestimated in the past but can potentially significantly contribute to the AGN/host-galaxy self-regulation.

  13. Effects of auditory feedback during gait training on hemiplegic patients' weight bearing and dynamic balance ability.

    Science.gov (United States)

    Ki, Kyong-Il; Kim, Mi-Sun; Moon, Young; Choi, Jong-Duk

    2015-04-01

    [Purpose] This study examined the effects of auditory feedback during gait on the weight bearing of patients with hemiplegia resulting from a stroke. [Subjects] Thirty hemiplegic patients participated in this experiment and they were randomly allocated to an experimental group and a control group. [Methods] Both groups received neuro-developmental treatment for four weeks and the experimental group additionally received auditory feedback during gait training. In order to examine auditory feedback effects on weight bearing during gait, a motion analysis system GAITRite was used to measure the duration of the stance phase and single limb stance phase of the subjects. [Results] The experimental group showed statistically significant improvements in the duration of the stance phase and single limb stance phase of the paretic side and the results of the Timed Up and Go Test after the training. [Conclusion] Auditory feedback during gait training significantly improved the duration of the stance phase and single limb stance phase of hemiplegic stroke patients.

  14. Evaluation of embedded audio feedback on writing assignments.

    Science.gov (United States)

    Graves, Janet K; Goodman, Joely T; Hercinger, Maribeth; Minnich, Margo; Murcek, Christina M; Parks, Jane M; Shirley, Nancy

    2015-01-01

    The purpose of this pilot study was to compare embedded audio feedback (EAF), which faculty provided using the iPad(®) application iAnnotate(®) PDF to insert audio comments and written feedback (WF), inserted electronically on student papers in a series of writing assignments. Goals included determining whether EAF provides more useful guidance to students than WF and whether EAF promotes connectedness among students and faculty. An additional goal was to ascertain the efficiency and acceptance of EAF as a grading tool by nursing faculty. The pilot study was a quasi-experimental, cross-over, posttest-only design. The project was completed in an Informatics in Health Care course. Faculty alternated the two feedback methods on four papers written by each student. Results of surveys and focus groups revealed that students and faculty had mixed feelings about this technology. Student preferences were equally divided between EAF and WF, with 35% for each, and 28% were undecided.

  15. Students' motivation toward feedback-seeking in the clinical workplace.

    Science.gov (United States)

    de Jong, Lubberta H; Favier, Robert P; van der Vleuten, Cees P M; Bok, Harold G J

    2017-09-01

    In medical education, students are increasingly regarded as active seekers of feedback rather than passive recipients. Previous research showed that in the intentions of students to seek feedback, a learning and performance goal can be distinguished. In this study, we investigated the intentions (defined as level and orientation of motivation) of different performing students (low, average, and high performing students) to seek feedback in the clinical workplace using Self-Determination Theory. We conducted a quantitative study with students in their clinical clerkships and grouped them based on their performance. The level of motivation was measured by the number of Mini-CEXs each student collected. The orientation of motivation was measured by conducting the Academic Self-Regulation Questionnaire. We found that high performing students were more motivated and demonstrated higher self-determination compared to low performing students.

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

    Directory of Open Access Journals (Sweden)

    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.

  17. Feedback options in nonlinear numerical finance

    DEFF Research Database (Denmark)

    Hugger, Jens; Mashayekhi, Sima

    2012-01-01

    Feedback options are options where information about the trading of the underlying asset is fed back into the pricing model. This results in nonlinear pricing models. A survey of the literature about feedback options in finance is presented. The pricing model for the full feedback option...

  18. The Art of Giving Online Feedback

    Science.gov (United States)

    Leibold, Nancyruth; Schwarz, Laura Marie

    2015-01-01

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

  19. The Effects of Feedback as Interpersonal Reciprocities

    Science.gov (United States)

    Levenstein, Joseph; And Others

    1977-01-01

    Tests the hypothesis that a response to a given feedback statement will be its reciprocal. In Phase 1, a pool of feedback statements was written and scaled along dimensions of power (dominance-submission) and affect (affection-hostility). In Phase 2, these statements were used as the basis for giving feedback and replying to it. (Author)

  20. Simple Optoelectronic Feedback in Microwave Oscillators

    Science.gov (United States)

    Maleki, Lute; Iltchenko, Vladimir

    2009-01-01

    A proposed method of stabilizing microwave and millimeter-wave oscillators calls for the use of feedback in optoelectronic delay lines characterized by high values of the resonance quality factor (Q). The method would extend the applicability of optoelectronic feedback beyond the previously reported class of optoelectronic oscillators that comprise two-port electronic amplifiers in closed loops with high-Q feedback circuits.

  1. Why Receiving Feedback Collides with Self Determination

    Science.gov (United States)

    ten Cate, Olle Th. J.

    2013-01-01

    Providing feedback to trainees in clinical settings is considered important for development and acquisition of skill. Despite recommendations how to provide feedback that have appeared in the literature, research shows that its effectiveness is often disappointing. To understand why receiving feedback is more difficult than it appears, this paper…

  2. Effectiveness of Feedback in First Year Physics

    DEFF Research Database (Denmark)

    Bearden, Ian; Voigt, Karen A; Mathiasen, Helle

    How can we provide better and more effective feedback to our students? How can we encourage students to use feedback effectively? We will present results of a study of first year physics students addressing these questions and comparing the effectiveness of written and screencast feedback....

  3. Force feedback and basic laparoscopic skills

    NARCIS (Netherlands)

    Chmarra, M.K.; Dankelman, J.; Van den Dobbelsteen, J.J.; Jansen, F.W.

    2008-01-01

    Background - Not much is known about the exact role offorce feedback in laparoscopy. This study aimed to determine whether force feedback influences movements of instruments during training in laparoscopic tasks and whether force feedback is required for training in basic laparoscopic force applicat

  4. Feedback Sandwiches Affect Perceptions but Not Performance

    Science.gov (United States)

    Parkes, Jay; Abercrombie, Sara; McCarty, Teresita

    2013-01-01

    The feedback sandwich technique-make positive comments; provide critique; end with positive comments-is commonly recommended to feedback givers despite scant evidence of its efficacy. These two studies (N = 20; N = 350) of written peer feedback with third-year medical students on clinical patient note-writing assignments indicate that students…

  5. The Courage to Seek Authentic Feedback

    Science.gov (United States)

    Wiggins, Alexis

    2011-01-01

    Educators assess students' work and behavior every day. They are professional feedback-givers, dispensing grades, advice, support, and red ink. They believe in the power of feedback to communicate what students are doing well and how they can do better. However, some teachers shy away from opportunities for feedback on their own work. Some don't…

  6. A Typology of Written Corrective Feedback Types

    Science.gov (United States)

    Ellis, Rod

    2009-01-01

    As a basis for a systematic approach to investigating the effects of written corrective feedback, this article presents a typology of the different types available to teachers and researchers. The typology distinguishes two sets of options relating to (1) strategies for providing feedback (for example, direct, indirect, or metalinguistic feedback)…

  7. Self-Appraisal Based upon Supervisory Feedback.

    Science.gov (United States)

    Steel, Robert P.; Ovalle, Nestor K.

    1984-01-01

    Compared self-appraisals with instructions referencing supervisory feedback with conventional self-appraisals with personnel from a large institution (N=401) and two samples of military personnel (N=117). Results showed that Feedback Based Self Appraisals exhibited more agreement with superior ratings, and degree of feedback available moderated…

  8. Neuronal networks: enhanced feedback feeds forward.

    Science.gov (United States)

    Calabrese, Ronald L

    2012-09-25

    Modulatory projection neurons gate neuronal networks, such as those comprising motor central pattern generators; in turn, they receive feedback from the networks they gate. A recent study has shown that, in the crab stomatogastric ganglion, this feedback is also subject to modulation: the enhanced feedback feeds forward through the projection neurons to modify circuit output.

  9. The effect of manipulated and accurate assessment feedback on the self-efficacy of dance students.

    Science.gov (United States)

    García-Dantas, Ana; Quested, Eleanor

    2015-03-01

    Research undertaken with athletes has shown that lower-evaluated feedback is related to low self-efficacy levels. However, the relationship between teacher feedback and self-efficacy has not been studied in the dance setting. In sports or dance contexts, very few studies have manipulated feedback content to examine its impact on performers' self-efficacy in relation to the execution of a specific movement. Therefore, the aim of this investigation was to explore the effect of manipulated upper, lower, and accurate grade feedback on changes in dancers' self-efficacy levels for the execution of the "Zapateado" (a flamenco foot movement). Sixty-one students (56 female, 5 male, ages 13 to 22 ± 3.25 years) from a Spanish dance conservatory participated in this experimental study. They were randomly divided into four feedback groups: 1. upper-evaluated, 2. objective and informational, 3. lower-evaluated, and 4. no feedback-control. Participants performed three trials during a 1-hour session and completed questionnaires tapping self-efficacy pre-feedback and post-feedback. After each trial, teachers (who were confederates in the study) were first asked to rate their perception of each dancer's competence level at performing the movement according to conventional criteria (scores from 0 to 10). The results were then manipulated, and students accurate, lower-evaluated, or upper-evaluated scores were given. Those in the accurate feedback group reported positive change in self-efficacy, whereas those in the lower-evaluated group showed no significant change in self-efficacy during the course of the trial. Findings call into question the common perception among teachers that it can be motivating to provide students with inaccurate feedback that indicates that the students' performance level is much better or much worse than they actually perceive it to be. Self-efficacy appears most likely to increase in students when feedback is accurate.

  10. 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.

  11. 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

  12. Natural gas monthly, May 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-05-01

    The Natural Gas Monthly highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. The feature article this month is ``Restructuring energy industries: Lessons from natural gas.`` 6 figs., 26 tabs.

  13. Natural gas monthly, June 1994

    Energy Technology Data Exchange (ETDEWEB)

    1994-06-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. The feature article this month is the executive summary from Natural Gas 1994: Issues and Trends. 6 figs., 31 tabs.

  14. Natural gas monthly, January 1994

    Energy Technology Data Exchange (ETDEWEB)

    1994-02-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. The featured article for this month is on US coalbed methane production.

  15. Natural gas monthly, December 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-12-01

    The Natural Gas Monthly highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. The article this month is entitled ``Recent Trends in Natural Gas Spot Prices.`` 6 figs., 27 tabs.

  16. Computer-Supported Feedback Message Tailoring for Healthcare Providers in Malawi: Proof-of-Concept.

    Science.gov (United States)

    Landis-Lewis, Zach; Douglas, Gerald P; Hochheiser, Harry; Kam, Matthew; Gadabu, Oliver; Bwanali, Mwatha; Jacobson, Rebecca S

    2015-01-01

    Although performance feedback has the potential to help clinicians improve the quality and safety of care, healthcare organizations generally lack knowledge about how this guidance is best provided. In low-resource settings, tools for theory-informed feedback tailoring may enhance limited clinical supervision resources. Our objectives were to establish proof-of-concept for computer-supported feedback message tailoring in Malawi, Africa. We conducted this research in five stages: clinical performance measurement, modeling the influence of feedback on antiretroviral therapy (ART) performance, creating a rule-based message tailoring process, generating tailored messages for recipients, and finally analysis of performance and message tailoring data. We retrospectively generated tailored messages for 7,448 monthly performance reports from 11 ART clinics. We found that tailored feedback could be routinely generated for four guideline-based performance indicators, with 35% of reports having messages prioritized to optimize the effect of feedback. This research establishes proof-of-concept for a novel approach to improving the use of clinical performance feedback in low-resource settings and suggests possible directions for prospective evaluations comparing alternative designs of feedback messages.

  17. Assessment of clinical feedback given to medical students via an electronic feedback system.

    Science.gov (United States)

    Shaughness, Gabrielle; Georgoff, Patrick E; Sandhu, Gurjit; Leininger, Lisa; Nikolian, Vahagn C; Reddy, Rishindra; Hughes, David T

    2017-10-01

    The feedback medical students receive during clinical rotations, traditionally verbal and not formally captured, plays a critical role in student development. This study evaluates written daily feedback given to students through a novel web-based feedback system. A Minute Feedback System was used to collect feedback given to medical students during their surgery clerkship from May 2015-April 2016. Using qualitative content analysis, feedback comments were categorized as: encouraging, corrective, specific, and nonspecific. Effective feedback was a combination of specific and either corrective or encouraging feedback; ineffective feedback contained only nonspecific comments; mediocre feedback contained elements of both effective and ineffective comments. 3191 feedback requests were sent by medical students and 2029 faculty/resident feedback responses were received. The overall response rate was 62%. Nonspecific feedback comprised 80% of faculty, 83% of senior resident, and 78% of junior resident comments. Specific feedback was given by only 35% of faculty, 17% of senior residents, and 26% of junior residents. Faculty provided Effective feedback in only 16% of comments, senior residents 8%, and junior residents 17%. Mediocre feedback comprised 13% of faculty, 9% of senior resident, and 7% of junior resident comments. Ineffective feedback comprised 67% of all feedback: 60% of faculty, 72% of senior resident, and 68% of junior resident feedback. The majority of resident and faculty feedback to medical students using an electronic, email-based application during their surgery clerkship was nonspecific and encouraging and therefore of limited effectiveness. This presents an opportunity for resident/faculty development and education regarding optimal feedback techniques. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. Random distributed feedback fibre lasers

    Science.gov (United States)

    Turitsyn, Sergei K.; Babin, Sergey A.; Churkin, Dmitry V.; Vatnik, Ilya D.; Nikulin, Maxim; Podivilov, Evgenii V.

    2014-09-01

    The concept of random lasers exploiting multiple scattering of photons in an amplifying disordered medium in order to generate coherent light without a traditional laser resonator has attracted a great deal of attention in recent years. This research area lies at the interface of the fundamental theory of disordered systems and laser science. The idea was originally proposed in the context of astrophysics in the 1960s by V.S. Letokhov, who studied scattering with “negative absorption” of the interstellar molecular clouds. Research on random lasers has since developed into a mature experimental and theoretical field. A simple design of such lasers would be promising for potential applications. However, in traditional random lasers the properties of the output radiation are typically characterized by complex features in the spatial, spectral and time domains, making them less attractive than standard laser systems in terms of practical applications. Recently, an interesting and novel type of one-dimensional random laser that operates in a conventional telecommunication fibre without any pre-designed resonator mirrors-random distributed feedback fibre laser-was demonstrated. The positive feedback required for laser generation in random fibre lasers is provided by the Rayleigh scattering from the inhomogeneities of the refractive index that are naturally present in silica glass. In the proposed laser concept, the randomly backscattered light is amplified through the Raman effect, providing distributed gain over distances up to 100 km. Although an effective reflection due to the Rayleigh scattering is extremely small (˜0.1%), the lasing threshold may be exceeded when a sufficiently large distributed Raman gain is provided. Such a random distributed feedback fibre laser has a number of interesting and attractive features. The fibre waveguide geometry provides transverse confinement, and effectively one-dimensional random distributed feedback leads to the generation

  19. Sparsity Enhanced Decision Feedback Equalization

    CERN Document Server

    Ilic, Jovana

    2011-01-01

    For single-carrier systems with frequency domain equalization, decision feedback equalization (DFE) performs better than linear equalization and has much lower computational complexity than sequence maximum likelihood detection. The main challenge in DFE is the feedback symbol selection rule. In this paper, we give a theoretical framework for a simple, sparsity based thresholding algorithm. We feed back multiple symbols in each iteration, so the algorithm converges fast and has a low computational cost. We show how the initial solution can be obtained via convex relaxation instead of linear equalization, and illustrate the impact that the choice of the initial solution has on the bit error rate performance of our algorithm. The algorithm is applicable in several existing wireless communication systems (SC-FDMA, MC-CDMA, MIMO-OFDM). Numerical results illustrate significant performance improvement in terms of bit error rate compared to the MMSE solution.

  20. Star Cluster Formation and Feedback

    CERN Document Server

    Krumholz, Mark R; Arce, Hector G; Dale, James E; Gutermuth, Robert; Klein, Richard I; Li, Zhi-Yun; Nakamura, Fumitaka; Zhang, Qizhou

    2014-01-01

    Stars do not generally form in isolation. Instead, they form in clusters, and in these clustered environments newborn stars can have profound effects on one another and on their parent gas clouds. Feedback from clustered stars is almost certainly responsible for a number of otherwise puzzling facts about star formation: that it is an inefficient process that proceeds slowly when averaged over galactic scales; that most stars disperse from their birth sites and dissolve into the galactic field over timescales $\\ll 1$ Gyr; and that newborn stars follow an initial mass function (IMF) with a distinct peak in the range $0.1 - 1$ $M_\\odot$, rather than an IMF dominated by brown dwarfs. In this review we summarize current observational constraints and theoretical models for the complex interplay between clustered star formation and feedback.

  1. Random distributed feedback fibre lasers

    Energy Technology Data Exchange (ETDEWEB)

    Turitsyn, Sergei K., E-mail: s.k.turitsyn@aston.ac.uk [Aston Institute of Photonic Technologies, Aston University, Birmingham B4 7ET (United Kingdom); Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Babin, Sergey A. [Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Churkin, Dmitry V. [Aston Institute of Photonic Technologies, Aston University, Birmingham B4 7ET (United Kingdom); Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Vatnik, Ilya D.; Nikulin, Maxim [Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation); Podivilov, Evgenii V. [Novosibirsk State University, 2 Pirogova str., 630090, Novosibirsk (Russian Federation); Institute of Automation and Electrometry SB RAS, 1 Ac. Koptug. ave., 630090, Novosibirsk (Russian Federation)

    2014-09-10

    The concept of random lasers exploiting multiple scattering of photons in an amplifying disordered medium in order to generate coherent light without a traditional laser resonator has attracted a great deal of attention in recent years. This research area lies at the interface of the fundamental theory of disordered systems and laser science. The idea was originally proposed in the context of astrophysics in the 1960s by V.S. Letokhov, who studied scattering with “negative absorption” of the interstellar molecular clouds. Research on random lasers has since developed into a mature experimental and theoretical field. A simple design of such lasers would be promising for potential applications. However, in traditional random lasers the properties of the output radiation are typically characterized by complex features in the spatial, spectral and time domains, making them less attractive than standard laser systems in terms of practical applications. Recently, an interesting and novel type of one-dimensional random laser that operates in a conventional telecommunication fibre without any pre-designed resonator mirrors–random distributed feedback fibre laser–was demonstrated. The positive feedback required for laser generation in random fibre lasers is provided by the Rayleigh scattering from the inhomogeneities of the refractive index that are naturally present in silica glass. In the proposed laser concept, the randomly backscattered light is amplified through the Raman effect, providing distributed gain over distances up to 100 km. Although an effective reflection due to the Rayleigh scattering is extremely small (∼0.1%), the lasing threshold may be exceeded when a sufficiently large distributed Raman gain is provided. Such a random distributed feedback fibre laser has a number of interesting and attractive features. The fibre waveguide geometry provides transverse confinement, and effectively one-dimensional random distributed feedback leads to the

  2. Comparing Simulations of AGN Feedback

    CERN Document Server

    Richardson, Mark L A; Devriendt, Julien; Slyz, Adrianne; Thacker, Robert J; Dubois, Yohan; Wurster, James; Silk, Joseph

    2016-01-01

    We perform adaptive mesh refinement (AMR) and smoothed particle hydrodynamics (SPH) cosmological zoom simulations of a region around a forming galaxy cluster, comparing the ability of the methods to handle successively more complex baryonic physics. In the simplest, non-radiative case, the two methods are in good agreement with each other, but the SPH simulations generate central cores with slightly lower entropies and virial shocks at slightly larger radii, consistent with what has been seen in previous studies. The inclusion of radiative cooling, star formation, and stellar feedback leads to much larger differences between the two methods. Most dramatically, at z=5, rapid cooling in the AMR case moves the accretion shock well within the virial radius, while this shock remains near the virial radius in the SPH case, due to excess heating, coupled with poorer capturing of the shock width. On the other hand, the addition of feedback from active galactic nuclei (AGN) to the simulations results in much better ag...

  3. Supernova Feedback Keeps Galaxies Simple

    CERN Document Server

    Chakraborti, Sayan

    2011-01-01

    Galaxies evolve continuously under the influence of self-gravity, rotation, accretion, mergers and feedback. The currently favored cold dark matter cosmological framework, suggests a hierarchical process of galaxy formation, wherein the present properties of galaxies are decided by their individual histories of being assembled from smaller pieces. However, recent studies have uncovered surprising correlations among the properties of galaxies, to the extent of forming a one-parameter set lying on a single fundamental line. It has been argued in the literature that such simplicity is hard to explain within the paradigm of hierarchical galaxy mergers. One of the puzzling results, is the simple linear correlation between the neutral hydrogen mass and the surface area, implying that widely different galaxies share very similar neutral hydrogen surface densities. In this work we show that self-regulated star formation, driven by the competition between gravitational instabilities and mechanical feedback from supern...

  4. Students' Feedback Preferences: How Do Students React to Timely and Automatically Generated Assessment Feedback?

    Science.gov (United States)

    Bayerlein, Leopold

    2014-01-01

    This study assesses whether or not undergraduate and postgraduate accounting students at an Australian university differentiate between timely feedback and extremely timely feedback, and whether or not the replacement of manually written formal assessment feedback with automatically generated feedback influences students' perception of feedback…

  5. 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,…

  6. Students' Feedback Preferences: How Do Students React to Timely and Automatically Generated Assessment Feedback?

    Science.gov (United States)

    Bayerlein, Leopold

    2014-01-01

    This study assesses whether or not undergraduate and postgraduate accounting students at an Australian university differentiate between timely feedback and extremely timely feedback, and whether or not the replacement of manually written formal assessment feedback with automatically generated feedback influences students' perception of…

  7. The benefit of repetitive skills training and frequency of expert feedback in the early acquisition of procedural skills.

    Science.gov (United States)

    Bosse, Hans Martin; Mohr, Jonathan; Buss, Beate; Krautter, Markus; Weyrich, Peter; Herzog, Wolfgang; Jünger, Jana; Nikendei, Christoph

    2015-02-19

    Redundant training and feedback are crucial for successful acquisition of skills in simulation trainings. It is still unclear how or how much feedback should best be delivered to maximize its effect, and how learners' activity and feedback are optimally blended. To determine the influence of high- versus low-frequency expert feedback on the learning curve of students' clinical procedural skill acquisition in a prospective randomized study. N = 47 medical students were trained to insert a nasogastric tube in a mannequin, including structured feedback in the initial instruction phase at the beginning of the training (T1), and either additional repetitive feedback after each of their five subsequent repetitions (high-frequency feedback group, HFF group; N = 23) or additional feedback on just one occasion, after the fifth repetition only (low-frequency feedback group, LFF group; N = 24). We assessed a) task-specific clinical skill performance and b) global procedural performance (five items of the Integrated Procedural Performance Instrument (IPPI); on the basis of expert-rated videotapes at the beginning of the training (T1) and during the final, sixth trial (T2). The two study groups did not differ regarding their baseline data. The calculated ANOVA for task-specific clinical skill performance with the between-subject factor 'Group' (HFF vs. LFF) and within-subject factors 'Time' (T1 vs. T2) turned out not to be significant (p training (T2; p training (T2; p training.

  8. 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

  9. Logistic systems with linear feedback

    Science.gov (United States)

    Son, Leonid; Shulgin, Dmitry; Ogluzdina, Olga

    2016-08-01

    A wide variety of systems may be described by specific dependence, which is known as logistic curve, or S-curve, between the internal characteristic and the external parameter. Linear feedback between these two values may be suggested for a wide set of systems also. In present paper, we suggest a bifurcation behavior for systems with both features, and discuss it for two cases, which are the Ising magnet in external field, and the development of manufacturing enterprise.

  10. Comparing Simulations of AGN Feedback

    Science.gov (United States)

    Richardson, Mark L. A.; Scannapieco, Evan; Devriendt, Julien; Slyz, Adrianne; Thacker, Robert J.; Dubois, Yohan; Wurster, James; Silk, Joseph

    2016-07-01

    We perform adaptive mesh refinement (AMR) and smoothed particle hydrodynamics (SPH) cosmological zoom simulations of a region around a forming galaxy cluster, comparing the ability of the methods to handle successively more complex baryonic physics. In the simplest, non-radiative case, the two methods are in good agreement with each other, but the SPH simulations generate central cores with slightly lower entropies and virial shocks at slightly larger radii, consistent with what has been seen in previous studies. The inclusion of radiative cooling, star formation, and stellar feedback leads to much larger differences between the two methods. Most dramatically, at z=5, rapid cooling in the AMR case moves the accretion shock to well within the virial radius, while this shock remains near the virial radius in the SPH case, due to excess heating, coupled with poorer capturing of the shock width. On the other hand, the addition of feedback from active galactic nuclei (AGNs) to the simulations results in much better agreement between the methods. For our AGN model, both simulations display halo gas entropies of 100 keV cm2, similar decrements in the star formation rate, and a drop in the halo baryon content of roughly 30%. This is consistent with the AGN growth being self-regulated, regardless of the numerical method. However, the simulations with AGN feedback continue to differ in aspects that are not self-regulated, such that in SPH a larger volume of gas is impacted by feedback, and the cluster still has a lower entropy central core.

  11. An Extended Validity Argument for Assessing Feedback Culture.

    Science.gov (United States)

    Rougas, Steven; Clyne, Brian; Cianciolo, Anna T; Chan, Teresa M; Sherbino, Jonathan; Yarris, Lalena M

    2015-01-01

    NEGEA 2015 CONFERENCE ABSTRACT (EDITED): Measuring an Organization's Culture of Feedback: Can It Be Done? Steven Rougas and Brian Clyne. CONSTRUCT: This study sought to develop a construct for measuring formative feedback culture in an academic emergency medicine department. Four archetypes (Market, Adhocracy, Clan, Hierarchy) reflecting an organization's values with respect to focus (internal vs. external) and process (flexibility vs. stability and control) were used to characterize one department's receptiveness to formative feedback. The prevalence of residents' identification with certain archetypes served as an indicator of the department's organizational feedback culture. New regulations have forced academic institutions to implement wide-ranging changes to accommodate competency-based milestones and their assessment. These changes challenge residencies that use formative feedback from faculty as a major source of data for determining training advancement. Though various approaches have been taken to improve formative feedback to residents, there currently exists no tool to objectively measure the organizational culture that surrounds this process. Assessing organizational culture, commonly used in the business sector to represent organizational health, may help residency directors gauge their program's success in fostering formative feedback. The Organizational Culture Assessment Instrument (OCAI) is widely used, extensively validated, applicable to survey research, and theoretically based and may be modifiable to assess formative feedback culture in the emergency department. Using a modified Delphi technique and several iterations of focus groups amongst educators at one institution, four of the original six OCAI domains (which each contain 4 possible responses) were modified to create a 16-item Formative Feedback Culture Tool (FFCT) that was administered to 26 residents (response rate = 55%) at a single academic emergency medicine department. The mean

  12. Effects of 3D virtual haptics force feedback on brand personality perception: the mediating role of physical presence in advergames.

    Science.gov (United States)

    Jin, Seung-A Annie

    2010-06-01

    This study gauged the effects of force feedback in the Novint Falcon haptics system on the sensory and cognitive dimensions of a virtual test-driving experience. First, in order to explore the effects of tactile stimuli with force feedback on users' sensory experience, feelings of physical presence (the extent to which virtual physical objects are experienced as actual physical objects) were measured after participants used the haptics interface. Second, to evaluate the effects of force feedback on the cognitive dimension of consumers' virtual experience, this study investigated brand personality perception. The experiment utilized the Novint Falcon haptics controller to induce immersive virtual test-driving through tactile stimuli. The author designed a two-group (haptics stimuli with force feedback versus no force feedback) comparison experiment (N = 238) by manipulating the level of force feedback. Users in the force feedback condition were exposed to tactile stimuli involving various force feedback effects (e.g., terrain effects, acceleration, and lateral forces) while test-driving a rally car. In contrast, users in the control condition test-drove the rally car using the Novint Falcon but were not given any force feedback. Results of ANOVAs indicated that (a) users exposed to force feedback felt stronger physical presence than those in the no force feedback condition, and (b) users exposed to haptics stimuli with force feedback perceived the brand personality of the car to be more rugged than those in the control condition. Managerial implications of the study for product trial in the business world are discussed.

  13. Effect of feedback on delaying deterioration in quality of compressions during 2 minutes of continuous chest compressions

    DEFF Research Database (Denmark)

    Lyngeraa, Tobias S; Hjortrup, Peter Buhl; Wulff, Nille B

    2012-01-01

    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...... 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 (0-30s: 54.0%; 30-60s: 88...

  14. 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.

  15. US Monthly Pilot Balloon Observations

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Monthly winds aloft summary forms summarizing Pilot Balloon observational data for the United States. Generally labeled as Form 1114, and then transitioning to Form...

  16. Monthly energy review, August 1993

    Energy Technology Data Exchange (ETDEWEB)

    1993-08-26

    This publication presents information for the month of August, 1993 on the following: Energy overview; energy consumption; petroleum; natural gas; oil and gas resource development; coal; electricity; nuclear energy; energy prices, and international energy.

  17. Monthly Energy Review, July 1992

    Energy Technology Data Exchange (ETDEWEB)

    None

    1992-07-27

    The Monthly Energy Review is prepared by the Energy Information Administration. Topics discussed include: Energy Overview, Energy Consumption, Petroleum, Natural Gas, Oil and Gas Resource Development, Coal, Electricity, Nuclear Energy, Energy Prices, International Energy. (VC)

  18. Monthly energy review, July 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-07-01

    This document presents an overview of recent monthly energy statistics. Activities covered include: U.S. production, consumption, trade, stock, and prices for petroleum, coal, natural gas, electricity, and nuclear energy.

  19. Monthly energy review, August 1996

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-08-01

    This report presents an overview of recent monthly energy statistics. The statistics cover the major activities of U.S. production, consumption, trade, stocks, and prices for petroleum, coal, natural gas, electricity, and nuclear energy.

  20. Monthly energy review, August 1993

    Energy Technology Data Exchange (ETDEWEB)

    1993-08-26

    This publication presents information for the month of August, 1993 on the following: Energy overview; energy consumption; petroleum; natural gas; oil and gas resource development; coal; electricity; nuclear energy; energy prices, and international energy.

  1. Your Child's Development: 15 Months

    Science.gov (United States)

    ... Child Too Busy? Helping Your Child Adjust to Preschool School Lunches Kids and Food: 10 Tips for Parents Healthy Habits for TV, Video Games, and the Internet Your Child's Development: 15 Months KidsHealth > For Parents > Your Child's Development: ...

  2. Your Child's Development: 6 Months

    Science.gov (United States)

    ... Child Too Busy? Helping Your Child Adjust to Preschool School Lunches Kids and Food: 10 Tips for Parents Healthy Habits for TV, Video Games, and the Internet Your Child's Development: 6 Months KidsHealth > For Parents > Your Child's Development: ...

  3. Your Child's Development: 2 Months

    Science.gov (United States)

    ... Child Too Busy? Helping Your Child Adjust to Preschool School Lunches Kids and Food: 10 Tips for Parents Healthy Habits for TV, Video Games, and the Internet Your Child's Development: 2 Months KidsHealth > For Parents > Your Child's Development: ...

  4. Probabilistic models for feedback systems.

    Energy Technology Data Exchange (ETDEWEB)

    Grace, Matthew D.; Boggs, Paul T.

    2011-02-01

    In previous work, we developed a Bayesian-based methodology to analyze the reliability of hierarchical systems. The output of the procedure is a statistical distribution of the reliability, thus allowing many questions to be answered. The principal advantage of the approach is that along with an estimate of the reliability, we also can provide statements of confidence in the results. The model is quite general in that it allows general representations of all of the distributions involved, it incorporates prior knowledge into the models, it allows errors in the 'engineered' nodes of a system to be determined by the data, and leads to the ability to determine optimal testing strategies. In this report, we provide the preliminary steps necessary to extend this approach to systems with feedback. Feedback is an essential component of 'complexity' and provides interesting challenges in modeling the time-dependent action of a feedback loop. We provide a mechanism for doing this and analyze a simple case. We then consider some extensions to more interesting examples with local control affecting the entire system. Finally, a discussion of the status of the research is also included.

  5. Pre-training evaluation and feedback improve medical students' skills in basic life support.

    Science.gov (United States)

    Li, Qi; Ma, Er-Li; Liu, Jin; Fang, Li-Qun; Xia, Tian

    2011-01-01

    Evaluation and feedback are two factors that could influence simulation-based medical education and the time when they were delivered contributes their different effects. To investigate the impact of pre-training evaluation and feedback on medical students' performance in basic life support (BLS). Forty 3rd-year undergraduate medical students were randomly divided into two groups, C group (the control) and pre-training evaluation and feedback group (E&F group), each of 20. After BLS theoretical lecture, the C group received 45 min BLS training and the E&F group was individually evaluated (video-taped) in a mock cardiac arrest (pre-training evaluation). Fifteen minutes of group feedback related with the students' BLS performance in pre-training evaluation was given in the E&F group, followed by a 30-min BLS training. After BLS training, both groups were evaluated with one-rescuer BLS skills in a 3-min mock cardiac arrest scenario (post-training evaluation). The score from the post-training evaluation was converted to a percentage and was compared between the two groups. The score from the post-training evaluation was higher in the E&F group (82.9 ± 3.2% vs. 63.9 ± 13.4% in C group). In undergraduate medical students without previous BLS training, pre-training evaluation and feedback improve their performance in followed BLS training.

  6. Monthly energy review, August 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-08-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. The MER is intended for use by Members of Congress, Federal and State agencies, energy analysts, and the general public. 37 figs., 73 tabs.

  7. Natural gas monthly, July 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-07-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 25 tabs.

  8. Natural gas monthly, June 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-06-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 25 tabs.

  9. Natural gas monthly, August 1994

    Energy Technology Data Exchange (ETDEWEB)

    1994-08-24

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information.

  10. Natural gas monthly, June 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-06-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 27 tabs.

  11. Natural gas monthly, April 1994

    Energy Technology Data Exchange (ETDEWEB)

    1994-04-26

    The National Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information.

  12. Natural gas monthly, September 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-09-01

    The National Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 27 tabs.

  13. Natural gas monthly, June 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-06-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 24 tabs.

  14. Natural gas monthly, October 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-10-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 27 tabs.

  15. Monthly energy review, April 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-04-01

    This report presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of U.S. production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy data. A brief summary of the monthly and historical comparison data is provided in Section 1 of the report. A highlight section of the report provides an assessment of summer 1997 motor gasoline price increases.

  16. Monthly energy review, April 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-04-01

    The Monthly Energy Review (MER) presents an overview of the Energy Information Administration`s recent monthly energy statistics. The statistics cover the major activities of US production, consumption, trade, stocks, and prices for petroleum, natural gas, coal, electricity, and nuclear energy. Also included are international energy and thermal and metric conversion factors. The MER is intended for use by Members of Congress, Federal and State agencies, energy analysts, and the general public.

  17. Natural gas monthly, May 1999

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1999-05-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 27 tabs.

  18. Natural gas monthly: December 1993

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. Articles are included which are designed to assist readers in using and interpreting natural gas information.

  19. Natural gas monthly, July 1998

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-07-01

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information. 6 figs., 25 tabs.

  20. Natural Gas Monthly, March 1996

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1996-03-25

    The Natural Gas Monthly (NGM) highlights activities, events, and analyses of interest to public and private sector organizations associated with the natural gas industry. Volume and price data are presented each month for natural gas production, distribution, consumption, and interstate pipeline activities. Producer-related activities and underground storage data are also reported. From time to time, the NGM features articles designed to assist readers in using and interpreting natural gas information.