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Sample records for providing formative feedback

  1. Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool

    NARCIS (Netherlands)

    Berlanga, Adriana

    2011-01-01

    Berlanga, A. J. (2011). Providing Formative Feedback: Language Technologies for Lifelong Learning CONSPECT tool. Presentation given at the Onderwijslunch, University of Maastricht. January, 18, 2011, Maastricht, The Netherlands.

  2. The Effectiveness of Instructor Personalized and Formative Feedback Provided by Instructor in an Online Setting: Some Unresolved Issues

    Science.gov (United States)

    Planar, Dolors; Moya, Soledad

    2016-01-01

    Formative feedback has great potential for teaching and learning in online undergraduate programmes. There is a large number of courses where the main source of feedback is provided by the instructor. This is particularly seen in subjects where assessments are designed based on specific activities which are the same for all students, and where the…

  3. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

    Science.gov (United States)

    2012-01-01

    response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness. PMID:23148762

  4. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation

    Directory of Open Access Journals (Sweden)

    Mostyn Alison

    2012-11-01

    individualised handsets and personalised formative feedback highly. The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.

  5. Situated Formative Feedback

    DEFF Research Database (Denmark)

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

    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...

  6. Research and Teaching: Exploring the Use of an Online Quiz Game to Provide Formative Feedback in a Large-Enrollment, Introductory Biochemistry Course

    Science.gov (United States)

    Milner, Rachel; Parrish, Jonathan; Wright, Adrienne; Gnarpe, Judy; Keenan, Louanne

    2015-01-01

    In a large-enrollment, introductory biochemistry course for nonmajors, the authors provide students with formative feedback through practice questions in PDF format. Recently, they investigated possible benefits of providing the practice questions via an online game (Brainspan). Participants were randomly assigned to either the online game group…

  7. Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students--a preliminary evaluation.

    Science.gov (United States)

    Mostyn, Alison; Meade, Oonagh; Lymn, Joanne S

    2012-11-13

    . The significant correlation between ART response scores and student exam scores suggests that formative feedback can provide students with a useful reference point in terms of their level of exam-readiness.

  8. The role of formative feedback in promoting higher order thinking ...

    African Journals Online (AJOL)

    The role of formative feedback in promoting higher order thinking skills in ... activities, task characteristics, validating students' thinking, and providing feedback. ... Keywords: classroom environment, formative assessment, formative feedback, ...

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

    Science.gov (United States)

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

    2008-09-01

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

  10. Providing Feedback: Practical Skills and Strategies.

    Science.gov (United States)

    Sarkany, David; Deitte, Lori

    2017-06-01

    Feedback is an essential component of education. It is designed to influence, reinforce, and change behaviors, concepts, and attitudes in learners. Although providing constructive feedback can be challenging, it is a learnable skill. The negative consequences of destructive feedback or lack of feedback all together are far-reaching. This article summarizes the components of constructive feedback and provides readers with tangible skills to enhance their ability to give effective feedback to learners and peers. Copyright © 2017 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

  11. Computer-based feedback in formative assessment

    NARCIS (Netherlands)

    van der Kleij, Fabienne

    2013-01-01

    Formative assessment concerns any assessment that provides feedback that is intended to support learning and can be used by teachers and/or students. Computers could offer a solution to overcoming obstacles encountered in implementing formative assessment. For example, computer-based assessments

  12. AGN feedback in galaxy formation

    CERN Document Server

    Antonuccio-Delogu, Vincenzo

    2010-01-01

    During the past decade, convincing evidence has been accumulated concerning the effect of active galactic nuclei (AGN) activity on the internal and external environment of their host galaxies. Featuring contributions from well-respected researchers in the field, and bringing together work by specialists in both galaxy formation and AGN, this volume addresses a number of key questions about AGN feedback in the context of galaxy formation. The topics covered include downsizing and star-formation time scales in massive elliptical galaxies, the connection between the epochs of supermassive black h

  13. Exploring the value of usability feedback formats

    DEFF Research Database (Denmark)

    Nørgaard, Mie; Hornbæk, Kasper Anders Søren

    2009-01-01

    The format used to present feedback from usability evaluations to developers affects whether problems are understood, accepted, and fixed. Yet, little research has investigated which formats are the most effective. We describe an explorative study where three developers assess 40 usability findings...... presented using five feedback formats. Our usability findings comprise 35 problems and 5 positive comments. Data suggest that feedback serves multiple purposes. Initially, feedback must convince developers about the relevance of a problem and convey an understanding of this. Feedback must next be easy...... working with the feedback to address the usability problems, there were no significant differences among the developers' ratings of the value of the different formats. This suggests that all of the formats may serve equally well as reminders in later stages of working with usability problems...

  14. Providing Effective Feedback to EFL Student Teachers

    Science.gov (United States)

    Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

    2013-01-01

    Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

  15. Galaxy formation with radiative and chemical feedback

    NARCIS (Netherlands)

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

    Here we introduce GAMESH, a novel pipeline that 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

  16. 5 CFR 9701.407 - Monitoring performance and providing feedback.

    Science.gov (United States)

    2010-01-01

    ... feedback. 9701.407 Section 9701.407 Administrative Personnel DEPARTMENT OF HOMELAND SECURITY HUMAN... performance and providing feedback. In applying the requirements of the performance management system and its... organization; and (b) Provide timely periodic feedback to employees on their actual performance with respect to...

  17. MEDICAL STUDENTS’ FEEDBACK ABOUT FORMATIVE ASSESSMENT PATTERN

    Directory of Open Access Journals (Sweden)

    Navajothi

    2016-03-01

    Full Text Available BACKGROUND Pharmacology is the toughest subject in the II MBBS syllabus. Students have to memorise a lot about the drugs’ name and classification. We are conducting internal assessment exams after completion of each system. Number of failures will be more than 60% in the internal assessments conducted during first six months of II MBBS course. AIM To assess the formative assessment pattern followed in our institution with the students’ feedback and modify the pattern according to the students’ feedback. SETTINGS & DESIGN Prospective Observational Study conducted at Department of Pharmacology, Government Sivagangai Medical College, Sivagangai, Tamil Nadu. MATERIALS AND METHODS Questionnaire was prepared and distributed to the 300 students of Government Sivagangai Medical College and feedback was collected. Data collected was analysed in Microsoft Excel 2007 version. RESULTS Received feedback from 274 students. Most (80% of the students wanted to attend the tests in all systems. Monthly assessment test was preferred by 47% of the students. Students who preferred to finish tests before holidays was 57%. Most (56% of the students preferred tests for 1 hour. Multiple choice question (MCQ type was preferred by 43%, which is not a routine question pattern. Only 7% preferred viva. Recall type of questions was preferred by 41% of the students. CONCLUSION In our institution, internal assessment is conducted as per the students’ mind setup. As the feedback has been the generally followed one, we will add MCQs in the forthcoming tests. Application type questions will be asked for more marks than Recall type of questions.

  18. Clinical Skills Verification, Formative Feedback, and Psychiatry Residency Trainees

    Science.gov (United States)

    Dalack, Gregory W.; Jibson, Michael D.

    2012-01-01

    Objective: The authors describe the implementation of Clinical Skills Verification (CSV) in their program as an in-training assessment intended primarily to provide formative feedback to trainees, strengthen the supervisory experience, identify the need for remediation of interviewing skills, and secondarily to demonstrating resident competence…

  19. Feedback in Clinical Education, Part I: Characteristics of Feedback Provided by Approved Clinical Instructors

    Science.gov (United States)

    Nottingham, Sara; Henning, Jolene

    2014-01-01

    Context Providing students with feedback is an important component of athletic training clinical education; however, little information is known about the feedback that Approved Clinical Instructors (ACIs; now known as preceptors) currently provide to athletic training students (ATSs). Objective To characterize the feedback provided by ACIs to ATSs during clinical education experiences. Design Qualitative study. Setting One National Collegiate Athletic Association Division I athletic training facility and 1 outpatient rehabilitation clinic that were clinical sites for 1 entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants A total of 4 ACIs with various experience levels and 4 second-year ATSs. Data Collection and Analysis Extensive field observations were audio recorded, transcribed, and integrated with field notes for analysis. The constant comparative approach of open, axial, and selective coding was used to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results The ACIs gave 88 feedback statements in 45 hours and 10 minutes of observation. Characteristics of feedback categories included purpose, timing, specificity, content, form, and privacy. Conclusions Feedback that ACIs provided included several components that made each feedback exchange unique. The ACIs in our study provided feedback that is supported by the literature, suggesting that ACIs are using current recommendations for providing feedback. Feedback needs to be investigated across multiple athletic training education programs to gain more understanding of certain areas of feedback, including frequency, privacy, and form. PMID:24143902

  20. Computer-based formative assessment: variables influencing feedback behaviour

    NARCIS (Netherlands)

    Timmers, C.F.

    2013-01-01

    Assessment can be used to stimulate and direct student learning. This refers to the formative function of assessment. Formative assessments contribute to learning by generating feedback. Here, feedback is conceptualised as information about learners actual state of performance intended to modify

  1. Feedback providing improvement strategies and reflection on feedback use: Effects on students' writing motivation, process, and performance

    NARCIS (Netherlands)

    Duijnhouwer, H.; Prins, F.J.; Stokking, K.M.

    2012-01-01

    This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the

  2. Enhancing Healthcare Provider Feedback and Personal Health Literacy

    DEFF Research Database (Denmark)

    Kaltoft, Mette Kjer; Nielsen, Jesper Bo; Salkeld, Glenn

    2015-01-01

    In this protocol for a pilot study we seek to establish the feasibility of using a web-based survey to simultaneously supply healthcare organisations and agencies with feedback on a key aspect of the care experience they provide and increase the generic health decision literacy of the individuals...

  3. Providing feedback on emotional experiences and decision making

    NARCIS (Netherlands)

    Machajdik, J.; Stöttinger, J.; Danelova, E.; Pongratz, M.; Kavicky, L.; Valenti, R.; Hanbury, A.

    2011-01-01

    We present a novel lifelog system concept created to provide a human user with feedback on their conscious and unconscious emotional reactions and encourage the process of self-reflection by looking into an affective mirror. The emotion of the user is deduced from biometric data and enhanced by

  4. Feedback Providing Improvement Strategies and Reflection on Feedback Use: Effects on Students' Writing Motivation, Process, and Performance

    Science.gov (United States)

    Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

    2012-01-01

    This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…

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

    Science.gov (United States)

    Caulfield, Jay

    2007-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Noëlle Junod Perron

    2016-11-01

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

  8. A method for calculating active feedback system to provide vertical

    Indian Academy of Sciences (India)

    The active feedback system is applied to control slow motions of plasma. The objective of the ... The other problem is connected with the control of plasma vertical position with active feedback system. Calculation of ... Current Issue Volume 90 ...

  9. Theoretical model for ultracold molecule formation via adaptive feedback control

    OpenAIRE

    Poschinger, Ulrich; Salzmann, Wenzel; Wester, Roland; Weidemueller, Matthias; Koch, Christiane P.; Kosloff, Ronnie

    2006-01-01

    We investigate pump-dump photoassociation of ultracold molecules with amplitude- and phase-modulated femtosecond laser pulses. For this purpose a perturbative model for the light-matter interaction is developed and combined with a genetic algorithm for adaptive feedback control of the laser pulse shapes. The model is applied to the formation of 85Rb2 molecules in a magneto-optical trap. We find for optimized pulse shapes an improvement for the formation of ground state molecules by more than ...

  10. The effect of formative feedback on students achievement in ...

    African Journals Online (AJOL)

    The effect of formative feedback on students achievement in graphical element of economic curriculum. ... Journal of Educational Foundations ... Students achievement in graphical elements of economics curriculums has been a problem over the years, students have been performing poorly in SSCE (WAEC & NECO).

  11. Formative Feedback in a Business School: Understanding the Student Perspective

    Science.gov (United States)

    Poppitt, Nicola J.; Iqbal, Yasser

    2009-01-01

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

  12. Automating Formative and Summative Feedback for Individualised Assignments

    Science.gov (United States)

    Hamilton, Ian Robert

    2009-01-01

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

  13. The quality of feedback during formative OSCEs depends on the tutors’ profile

    Directory of Open Access Journals (Sweden)

    Noelle Junod Perron

    2016-11-01

    Full Text Available Abstract Background During their pre-clinical years, medical students are given the opportunity to practice clinical skills with simulated patients. During these formative objective structured clinical encounters (OSCEs, tutors from various backgrounds give feedback on students’ history taking, physical exam, and communication skills. The aim of the study was to evaluate whether the content and process of feedback varied according to the tutors’ profile. Methods During 2013, all 2nd and 3rd year medical students and tutors involved in three formative OSCEs were asked to fill in questionnaires, and their feedback sessions were audiotaped. Tutors were divided into two groups: 1 generalists: primary care, general internist and educationalist physicians 2 specialists involved in the OSCE related to their field of expertise. Outcome measures included the students’ perceptions of feedback quality and utility and objective assessment of feedback quality. Results Participants included 251 medical students and 38 tutors (22 generalists and 16 specialists. Students self-reported that feedback was useful to improve history taking, physical exam and communication skills. Objective assessment showed that feedback content essentially focused on history taking and physical exam skills, and that elaboration on clinical reasoning or communication/professionalism issues was uncommon. Multivariate analyses showed that generalist tutors used more learner-centered feedback skills than specialist tutors (stimulating student’s self-assessment (p < .001; making the student active in finding solutions, p < .001; checking student’s understanding, p < .001 and elaborated more on communication and professionalism issues (p < 0.001. Specialists reported less training in how to provide feedback than generalists. Conclusion These findings suggest that generalist tutors are more learner-centered and pay more attention to communication and

  14. Exploring the value of peer feedback in online learning for the provider

    NARCIS (Netherlands)

    Marijke Kral; Gino Camp; Esther van Popta; Robert Jan Simons; Rob L. Martens

    2017-01-01

    This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was therefore to explore the process of providing online

  15. Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment

    NARCIS (Netherlands)

    Timmers, C.F.; Braber-van den Broek, J.; van den Berg, Stéphanie Martine

    2013-01-01

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

  16. A method for calculating active feedback system to provide vertical ...

    Indian Academy of Sciences (India)

    Slow instabilities, development time of which is proportional to the .... where (w, I) denotes the scalar (inner or dot) product of vectors w and I. Solutions ... which the system of passive conductors must satisfy. ..... In this research, the active feedback system consisting of two coils with coordi- .... a new mode becomes dominant.

  17. Theoretical model for ultracold molecule formation via adaptive feedback control

    International Nuclear Information System (INIS)

    Poschinger, Ulrich; Salzmann, Wenzel; Wester, Roland; Weidemueller, Matthias; Koch, Christiane P; Kosloff, Ronnie

    2006-01-01

    We theoretically investigate pump-dump photoassociation of ultracold molecules with amplitude- and phase-modulated femtosecond laser pulses. For this purpose, a perturbative model for light-matter interaction is developed and combined with a genetic algorithm for adaptive feedback control of the laser pulse shapes. The model is applied to the formation of 85 Rb 2 molecules in a magneto-optical trap. We find that optimized pulse shapes may maximize the formation of ground state molecules in a specific vibrational state at a pump-dump delay time for which unshaped pulses lead to a minimum of the formation rate. Compared to the maximum formation rate obtained for unshaped pulses at the optimum pump-dump delay, the optimized pulses lead to a significant improvement of about 40% for the target level population. Since our model yields the spectral amplitudes and phases of the optimized pulses, the results are directly applicable in pulse shaping experiments

  18. Star Formation of Merging Disk Galaxies with AGN Feedback Effects

    Energy Technology Data Exchange (ETDEWEB)

    Park, Jongwon; Smith, Rory; Yi, Sukyoung K., E-mail: jw.park@yonsei.ac.kr [Department of Astronomy and Yonsei University Observatory, Yonsei University, Seoul 03722 (Korea, Republic of)

    2017-08-20

    Using a numerical hydrodynamics code, we perform various idealized galaxy merger simulations to study the star formation (SF) of two merging disk galaxies. Our simulations include gas accretion onto supermassive black holes and active galactic nucleus (AGN) feedback. By comparing AGN simulations with those without AGNs, we attempt to understand when the AGN feedback effect is significant. Using ∼70 simulations, we investigate SF with the AGN effect in mergers with a variety of mass ratios, inclinations, orbits, galaxy structures, and morphologies. Using these merger simulations with AGN feedback, we measure merger-driven SF using the burst efficiency parameter introduced by Cox et al. We confirm previous studies which demonstrated that, in galaxy mergers, AGN suppresses SF more efficiently than in isolated galaxies. However, we also find that the effect of AGNs on SF is larger in major than in minor mergers. In minor merger simulations with different primary bulge-to-total ratios, the effect of bulge fraction on the merger-driven SF decreases due to AGN feedback. We create models of Sa-, Sb-, and Sc-type galaxies and compare their SF properties while undergoing mergers. With the current AGN prescriptions, the difference in merger-driven SF is not as pronounced as in the recent observational study of Kaviraj. We discuss the implications of this discrepancy.

  19. Star Formation of Merging Disk Galaxies with AGN Feedback Effects

    International Nuclear Information System (INIS)

    Park, Jongwon; Smith, Rory; Yi, Sukyoung K.

    2017-01-01

    Using a numerical hydrodynamics code, we perform various idealized galaxy merger simulations to study the star formation (SF) of two merging disk galaxies. Our simulations include gas accretion onto supermassive black holes and active galactic nucleus (AGN) feedback. By comparing AGN simulations with those without AGNs, we attempt to understand when the AGN feedback effect is significant. Using ∼70 simulations, we investigate SF with the AGN effect in mergers with a variety of mass ratios, inclinations, orbits, galaxy structures, and morphologies. Using these merger simulations with AGN feedback, we measure merger-driven SF using the burst efficiency parameter introduced by Cox et al. We confirm previous studies which demonstrated that, in galaxy mergers, AGN suppresses SF more efficiently than in isolated galaxies. However, we also find that the effect of AGNs on SF is larger in major than in minor mergers. In minor merger simulations with different primary bulge-to-total ratios, the effect of bulge fraction on the merger-driven SF decreases due to AGN feedback. We create models of Sa-, Sb-, and Sc-type galaxies and compare their SF properties while undergoing mergers. With the current AGN prescriptions, the difference in merger-driven SF is not as pronounced as in the recent observational study of Kaviraj. We discuss the implications of this discrepancy.

  20. The Role of Formative Feedback in Promoting Higher Order ...

    African Journals Online (AJOL)

    DrNneka

    An International Multi-disciplinary Journal, Ethiopia. AFRREV ... make contribution to this research gap by proposing a theoretical feedback model that can promote higher order thinking skills in the classroom. The proposed ..... process; students provided with tasks that are novel, complex, creative, and non- algorithmic ...

  1. FEEDBACK EFFECTS ON LOW-MASS STAR FORMATION

    International Nuclear Information System (INIS)

    Hansen, Charles E.; Klein, Richard I.; McKee, Christopher F.; Fisher, Robert T.

    2012-01-01

    Protostellar feedback, both radiation and bipolar outflows, dramatically affects the fragmentation and mass accretion from star-forming cores. We use ORION, an adaptive mesh refinement gravito-radiation-hydrodynamics code, to simulate low-mass star formation in a turbulent molecular cloud in the presence of protostellar feedback. We present results of the first simulations of a star-forming cluster that include both radiative transfer and protostellar outflows. We run four simulations to isolate the individual effects of radiation feedback and outflow feedback as well as the combination of the two. We find that outflows reduce protostellar masses and accretion rates each by a factor of three and therefore reduce protostellar luminosities by an order of magnitude. This means that, while radiation feedback suppresses fragmentation, outflows render protostellar radiation largely irrelevant for low-mass star formation above a mass scale of 0.05 M ☉ . We find initial fragmentation of our cloud at half the global Jeans length, around 0.1 pc. With insufficient protostellar radiation to stop it, these 0.1 pc cores fragment repeatedly, forming typically 10 stars each. The accretion rate in these stars scales with mass as predicted from core accretion models that include both thermal and turbulent motions; the accretion rate does not appear to be consistent with either competitive accretion or accretion from an isothermal sphere. We find that protostellar outflows do not significantly affect the overall cloud dynamics, in the absence of magnetic fields, due to their small opening angles and poor coupling to the dense gas. The outflows reduce the mass from the cores by 2/3, giving a core to star efficiency, ε core ≅ 1/3. The simulations are also able to reproduce many observation of local star-forming regions. Our simulation with radiation and outflows reproduces the observed protostellar luminosity function. All of the simulations can reproduce observed core mass

  2. Modeling for Stellar Feedback in Galaxy Formation Simulations

    Science.gov (United States)

    Núñez, Alejandro; Ostriker, Jeremiah P.; Naab, Thorsten; Oser, Ludwig; Hu, Chia-Yu; Choi, Ena

    2017-02-01

    Various heuristic approaches to model unresolved supernova (SN) feedback in galaxy formation simulations exist to reproduce the formation of spiral galaxies and the overall inefficient conversion of gas into stars. Some models, however, require resolution-dependent scalings. We present a subresolution model representing the three major phases of supernova blast wave evolution—free expansion, energy-conserving Sedov-Taylor, and momentum-conserving snowplow—with energy scalings adopted from high-resolution interstellar-medium simulations in both uniform and multiphase media. We allow for the effects of significantly enhanced SN remnant propagation in a multiphase medium with the cooling radius scaling with the hot volume fraction, {f}{hot}, as {(1-{f}{hot})}-4/5. We also include winds from young massive stars and AGB stars, Strömgren sphere gas heating by massive stars, and a mechanism that limits gas cooling that is driven by radiative recombination of dense H II regions. We present initial tests for isolated Milky Way-like systems simulated with the Gadget-based code SPHgal with improved SPH prescription. Compared to pure thermal SN input, the model significantly suppresses star formation at early epochs, with star formation extended both in time and space in better accord with observations. Compared to models with pure thermal SN feedback, the age at which half the stellar mass is assembled increases by a factor of 2.4, and the mass-loading parameter and gas outflow rate from the galactic disk increase by a factor of 2. Simulation results are converged for a variation of two orders of magnitude in particle mass in the range (1.3-130) × 104 solar masses.

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

    OpenAIRE

    McKenzie, Susan; Burgess, Annette; Mellis, Craig

    2017-01-01

    Susan McKenzie,1 Annette Burgess,2 Craig Mellis1 1Central Clinical School, 2Education Office, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt) students with “one-to-one” formative feedback on their ability to p...

  4. Multi-wavelength investigations on feedback of massive star formation

    Science.gov (United States)

    Yuan, Jinghua

    2014-05-01

    In the course of massive star formation, outflows, ionizing radiation and intense stellar winds could heavily affect their adjacent environs and natal clouds. There are several outstanding open questions related to these processes: i) whether they can drive turbulence in molecular clouds; ii) whether they are able to trigger star formation; iii) whether they can destroy natal clouds to terminate star formation at low efficiencies. This thesis investigates feedback in different stages of massive star formation. Influence of such feedback to the ambient medium has been revealed. A new type of millimeter methanol maser is detected for the first time. An uncommon bipolar outflow prominent in the mid-infrared is discovered. And features of triggered star formation are found on the border of an infrared bubble and in the surroundings of a Herbig Be star. Extended green objects (EGOs) are massive outflow candidates showing prominent shocked features in the mid-infrared. We have carried out a high resolution study of the EGO G22.04+0.22 (hereafter, G22) based on archived SMA data. Continuum and molecular lines at 1.3 mm reveal that G22 is still at a hot molecular core stage. A very young multi-polar outflow system is detected, which is interacting with the adjacent dense gas. Anomalous emission features from CH3OH (8,-1,8 - 7,0,7) and CH3OH (4,2,2 - 3,1,2) are proven to be millimeter masers. It is the first time that maser emission of CH3OH (8,-1,8 - 7,0,7) at 218.440 GHz is detected in a massive star-forming region. Bipolar outflows have been revealed and investigated almost always in the microwave or radio domain. It's sort of rare that hourglass-shaped morphology be discovered in the mid-infrared. Based on GLIMPSE data, we have discovered a bipolar object resembling an hourglass at 8.0 um. It is found to be associated with IRAS 18114-1825. Analysis based on fitted SED, optical spectroscopy, and infrared color indices suggests IRAS 18114-1825 is an uncommon bipolar

  5. Focus on Formative Feedback communication and self-regulated learning – a study in compulsory schools

    DEFF Research Database (Denmark)

    Kirkegaard, Preben Olund

    This study addresses the conceptual challenge of providing students in compulsory schools with good quality formative feedback to enhance self-regulated learning in social interactions. Resent educational research indicates that social communicative interactions in the classroom, with a focus...... qualitative data from video recorded teaching sessions and student group interviews. Methodologically we are inspired by the ethnographical classroom research method. The empirical basis for studying these aspects is data from two compulsory schools in Denmark. This study is a work in progress. Our findings...... on formative feedback, hold the potential to enhance students learning. Self-regulated learning is highly pertinent and can be seen as one of the most import skills for the 21st century learner. We argue that formative feedbackcommunication in interactions is crucial for students to develop self...

  6. A framework for providing ergonomic feedback using smart cameras.

    NARCIS (Netherlands)

    Chen, Chih-Wei; Maatta, T.T.; Wong, K.; Aghajan, H.

    2012-01-01

    The importance of proper ergonomics for the health and wellbeing of office workers is being increasingly promoted by federal agencies, such as the OSHA (Occupational Safety and Health Administration) and the NIOSH (National Institute for Occupational Safety and Health), which provide guidelines for

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

    Science.gov (United States)

    Jaeger, Johannes; Irons, David; Monk, Nick

    2008-10-01

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

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

    Directory of Open Access Journals (Sweden)

    McKenzie S

    2017-01-01

    Full Text Available Susan McKenzie,1 Annette Burgess,2 Craig Mellis1 1Central Clinical School, 2Education Office, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Background: It is widely known that the opportunity for medical students to be observed and to receive feedback on their procedural skills performance is variable in the senior years. To address this problem, we provided our Pre-Intern (PrInt students with “one-to-one” formative feedback on their ability to perform urethral catheterization (U/C and hypothesized that their future practice of U/C as interns would benefit. This study sought to evaluate the performance and practice of interns in U/C 4–5 months after having received feedback on their performance of U/C as PrInt students.Methods: Between 2013 and 2014, two cohorts of interns, (total n=66 who had received recent formative feedback on their U/C performance as PrInt students at Central Clinical School, were invited to complete an anonymous survey. The survey contained nine closed unvalidated questions and one open-ended question, designed to allow interns to report on their current practice of U/C.Results: Forty-one out of 66 interns (62% completed the survey. Thirty-five out of 41 respondents (85% reported that the assessment with feedback during their PrInt term was beneficial to their practice. Thirty of 41 (73% reported being confident to perform U/C independently. Eleven out of 41 respondents (27% reported that they had received additional training at intern orientation. Nine of the 11 interns (82% reported that they had a small, but a significant, increase in confidence to perform U/C when compared with the 30 of the 41 respondents (73% who had not (p=0.03.Conclusion: Our results substantiate our hypothesis that further education by assessment with feedback in U/C during PrInt was of benefit to interns’ performance. Additional educational reinforcement in U/C during intern orientation further improved intern

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

    Directory of Open Access Journals (Sweden)

    Eddie ePerkins

    2014-01-01

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

  10. 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.

  11. Combined student ratings and self-assessment provide useful feedback for clinical teachers

    Science.gov (United States)

    Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; Peters, Wim G.; van Coppenolle, Lieve; Scherpbier, Albert J. J. A.

    2009-01-01

    Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers’ self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medicine, Surgery, Obstetrics/Gynecology, Pediatrics, Neurology, Dermatology, Ophthalmology, ENT, and Psychiatry) were invited to fill out a self-assessment questionnaire on their teaching skills. Students completed an almost identical questionnaire to evaluate the same teachers based on their experiences during clerkships. After receiving written feedback incorporating their self-assessment and the student ratings, the teachers indicated their perceptions of the self-assessment exercise and the written feedback in a questionnaire (five-point Likert scale items) and next, in more detail, in semi-structured interviews with a purposive sample of 12 of the participating teachers. 25 physicians participated (67%). The results showed that self-assessment and student feedback were both perceived as useful (3.7, SD 1.0) but the latter was considered more effective. The physicians we interviewed considered the combination of self-assessment with student ratings more effective than either self-assessment or written feedback alone. Notably, discrepancies between student ratings and self-assessment were deemed a strong incentive for change. We conclude that self-assessment can be a useful tool to stimulate improvement of clinical teaching when it is combined with written feedback based on student ratings. Future research among larger groups is needed to confirm our findings and examine whether these combined tools actually lead to improved teaching. PMID:19779976

  12. Investigating the relationship between quality, format and delivery of feedback for written assignments in higher education

    DEFF Research Database (Denmark)

    Sopina, Liza Elizaveta; McNeill, Rob

    2015-01-01

    Feedback can have a great impact on student learning. However, in order for it to be effective, feedback needs to be of high quality. Electronic marking has been one of the latest adaptations of technology in teaching and offers a new format of delivering feedback. There is little research...... improved speed and consistency of marking. There was no increase or decrease in satisfaction with the feedback received. Overall, electronic marking was found to be an acceptable method of delivery of feedback on written assignments by both students and markers. The findings of this study suggest...

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

    Science.gov (United States)

    McKenzie, Susan; Burgess, Annette; Mellis, Craig

    2017-01-01

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

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

    Science.gov (United States)

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

    2018-05-01

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

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

    OpenAIRE

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

    2017-01-01

    In the formation mechanism of the feedback environment, the existing research pays attention to external feedback sources and regards individuals as objects passively accepting feedback. Thus, the external source fails to realize the individuals’ need for feedback, and the feedback environment cannot provide them with useful information, leading to a feedback vacuum. The aim of this study is to examine the effect of feedback-seeking by different strategies on the supervisor-feedback environme...

  16. TOWARD A COMPLETE ACCOUNTING OF ENERGY AND MOMENTUM FROM STELLAR FEEDBACK IN GALAXY FORMATION SIMULATIONS

    Energy Technology Data Exchange (ETDEWEB)

    Agertz, Oscar; Kravtsov, Andrey V.; Leitner, Samuel N.; Gnedin, Nickolay Y.

    2013-05-21

    We investigate the momentum and energy budget of stellar feedback during different stages of stellar evolution, and study its impact on the interstellar medium (ISM) using simulations of local star-forming regions and galactic disks at the resolution affordable in modern cosmological zoom-in simulations. In particular, we present a novel subgrid model for the momentum injection due to radiation pressure and stellar winds from massive stars during early, pre-supernova (pre-SN) evolutionary stages of young star clusters. Early injection of momentum acts to clear out dense gas in star-forming regions, hence limiting star formation. The reduced gas density mitigates radiative losses of thermal feedback energy from subsequent SN explosions. The detailed impact of stellar feedback depends sensitively on the implementation and choice of parameters. Somewhat encouragingly, we find that implementations in which feedback is efficient lead to approximate self-regulation of the global star formation efficiency. We compare simulation results using our feedback implementation to other phenomenological feedback methods, where thermal feedback energy is allowed to dissipate over timescales longer than the formal gas cooling time. We find that simulations with maximal momentum injection suppress star formation to a similar degree as is found in simulations adopting adiabatic thermal feedback. However, different feedback schemes are found to produce significant differences in the density and thermodynamic structure of the ISM, and are hence expected to have a qualitatively different impact on galaxy evolution.

  17. TOWARD A COMPLETE ACCOUNTING OF ENERGY AND MOMENTUM FROM STELLAR FEEDBACK IN GALAXY FORMATION SIMULATIONS

    International Nuclear Information System (INIS)

    Agertz, Oscar; Kravtsov, Andrey V.; Leitner, Samuel N.; Gnedin, Nickolay Y.

    2013-01-01

    We investigate the momentum and energy budget of stellar feedback during different stages of stellar evolution, and study its impact on the interstellar medium (ISM) using simulations of local star-forming regions and galactic disks at the resolution affordable in modern cosmological zoom-in simulations. In particular, we present a novel subgrid model for the momentum injection due to radiation pressure and stellar winds from massive stars during early, pre-supernova (pre-SN) evolutionary stages of young star clusters. Early injection of momentum acts to clear out dense gas in star-forming regions, hence limiting star formation. The reduced gas density mitigates radiative losses of thermal feedback energy from subsequent SN explosions. The detailed impact of stellar feedback depends sensitively on the implementation and choice of parameters. Somewhat encouragingly, we find that implementations in which feedback is efficient lead to approximate self-regulation of the global star formation efficiency. We compare simulation results using our feedback implementation to other phenomenological feedback methods, where thermal feedback energy is allowed to dissipate over timescales longer than the formal gas cooling time. We find that simulations with maximal momentum injection suppress star formation to a similar degree as is found in simulations adopting adiabatic thermal feedback. However, different feedback schemes are found to produce significant differences in the density and thermodynamic structure of the ISM, and are hence expected to have a qualitatively different impact on galaxy evolution.

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

    Science.gov (United States)

    Rasi, Päivi; Vuojärvi, Hanna

    2018-01-01

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

  19. The effect of regulation feedback in a computer-based formative assessment on information problem solving

    NARCIS (Netherlands)

    Timmers, Caroline; Walraven, Amber; Veldkamp, Bernard P.

    2015-01-01

    This study examines the effect of regulation feedback in a computer-based formative assessment in the context of searching for information online. Fifty 13-year-old students completed two randomly selected assessment tasks, receiving automated regulation feedback between them. Student performance

  20. Making learning fun to increase nursing students’ success: Formative feedback in communication learning

    Directory of Open Access Journals (Sweden)

    Samantha Ismaile

    2017-12-01

    Full Text Available Background Communication skills are taught in most Bachelor of Nursing programs; however, student performance is often not monitored or tested until the final exam. Audience Response System (ARS technology enables the collection of feedback from students during lectures to improve their quality of learning. Aims We assessed the efficacy of ARS technology in promoting the understanding of communication skills among nursing students. Methods Questions were integrated into 14 lectures using the ARS platform Learning Catalytics (LC; Pearson UK, London, UK. Students answered the questions using their own web-enabled mobile devices. One hundred and twenty second-year nursing students participated in this study. Their answers were pooled and prompt formative feedback was provided in the classroom. A questionnaire was distributed to evaluate their perceptions of ARS use. Results All students reported that they enjoyed ARS use: 92 per cent stated that it helped to identify their learning needs and 87 per cent agreed that it promoted the integration of key concepts. The most common theme within the feedback was that of identifying their own learning needs. Repeated questioning produced a significant increase (p < 0.05 in students’ knowledge of specific concepts. Conclusion The use of ARS technology to provide prompt feedback promoted teaching and learning among undergraduate nursing students. ARS use enabled the identification of individual learning needs and aided revision before summative exams. It also improved students’ confidence and understanding of key concepts. Moreover, students of different educational levels and learning styles were identified, tracked and given support through the use of ARS technology.

  1. Simulation model for transcervical laryngeal injection providing real-time feedback.

    Science.gov (United States)

    Ainsworth, Tiffiny A; Kobler, James B; Loan, Gregory J; Burns, James A

    2014-12-01

    This study aimed to develop and evaluate a model for teaching transcervical laryngeal injections. A 3-dimensional printer was used to create a laryngotracheal framework based on de-identified computed tomography images of a human larynx. The arytenoid cartilages and intrinsic laryngeal musculature were created in silicone from clay casts and thermoplastic molds. The thyroarytenoid (TA) muscle was created with electrically conductive silicone using metallic filaments embedded in silicone. Wires connected TA muscles to an electrical circuit incorporating a cell phone and speaker. A needle electrode completed the circuit when inserted in the TA during simulated injection, providing real-time feedback of successful needle placement by producing an audible sound. Face validation by the senior author confirmed appropriate tactile feedback and anatomical realism. Otolaryngologists pilot tested the model and completed presimulation and postsimulation questionnaires. The high-fidelity simulation model provided tactile and audio feedback during needle placement, simulating transcervical vocal fold injections. Otolaryngology residents demonstrated higher comfort levels with transcervical thyroarytenoid injection on postsimulation questionnaires. This is the first study to describe a simulator for developing transcervical vocal fold injection skills. The model provides real-time tactile and auditory feedback that aids in skill acquisition. Otolaryngologists reported increased confidence with transcervical injection after using the simulator. © The Author(s) 2014.

  2. Interventions to increase recommendation and delivery of screening for breast, cervical, and colorectal cancers by healthcare providers systematic reviews of provider assessment and feedback and provider incentives.

    Science.gov (United States)

    Sabatino, Susan A; Habarta, Nancy; Baron, Roy C; Coates, Ralph J; Rimer, Barbara K; Kerner, Jon; Coughlin, Steven S; Kalra, Geetika P; Chattopadhyay, Sajal

    2008-07-01

    Most major medical organizations recommend routine screening for breast, cervical, and colorectal cancers. Screening can lead to early detection of these cancers, resulting in reduced mortality. Yet not all people who should be screened are screened, either regularly or, in some cases, ever. This report presents results of systematic reviews of effectiveness, applicability, economic efficiency, barriers to implementation, and other harms or benefits of two provider-directed intervention approaches to increase screening for breast, cervical, and colorectal cancers. These approaches, provider assessment and feedback, and provider incentives encourage providers to deliver screening services at appropriate intervals. Evidence in these reviews indicates that provider assessment and feedback interventions can effectively increase screening by mammography, Pap test, and fecal occult blood test. Health plans, healthcare systems, and cancer control coalitions should consider such evidence-based findings when implementing interventions to increase screening use. Evidence was insufficient to determine the effectiveness of provider incentives in increasing use of any of these tests. Specific areas for further research are suggested in this report, including the need for additional research to determine whether provider incentives are effective in increasing use of any of these screening tests, and whether assessment and feedback interventions are effective in increasing other tests for colorectal cancer (i.e., flexible sigmoidoscopy, colonoscopy, or double-contrast barium enema).

  3. Patterns in the form of formative feedback and student response

    DEFF Research Database (Denmark)

    Ellegaard, Marianne; Damsgaard, Linn; Bruun, Jesper

    2018-01-01

    Formativ feedback modtager i øjeblikket opmærksomhed som et effektivt middel til at øge studerendes læring. Men hvordan man sætter rammerne for at opnå den bedste effekt er løbende til debat. I denne undersøgelse analyserer vi et skriftligt datasæt med 174 segmenter af lærerfeedback og studerende...

  4. Formative feedback in the clinical practice setting: What are the perceptions of student radiographers?

    International Nuclear Information System (INIS)

    Fowler, P.; Wilford, B.

    2016-01-01

    The role of feedback to a learner's development has been well established. There is an absence of studies relating to student radiographers experience of gaining and applying formative feedback. This study investigated processes involved in gaining written formative feedback in the clinical practice setting as well as the impact feedback had on student radiographers learning. The data was collected from radiography students at two higher education institutions by electronic questionnaire comprising scaled and open questions. There was a response rate of 37% (n = 103/279). Scaled data was analysed using inferential statistics and the qualitative data helped explain the findings. The majority of students recognised radiographers were frequently busy; resulting in feedback that is generic and not always timely. There is strength of opinion 82.6% (n = 85/103) that student radiographers do not work with any one radiographer consistently enough to enable the provision of constructive and meaningful feedback. There appears to be difficulty in obtaining the comments but the evidence shows they are valued. The majority of students seek feedback that is specific and will clearly identify areas for development. They reflect on feedback as well as use self-criticism of their practice performance indicating the development of autonomous skills. The challenge of enabling consistent one to one working with radiographers, the need to maximise a learning culture within practice environments and ensuring full engagement by radiographers and students could be addressed by modification of the feedback system, a working group being formed from students, supervising radiographers and academic tutors. - Highlights: • Students value constructive criticism and on-going verbal feedback. • Written feedback is not always easy to obtain because of pressures on staff time. • Student radiographers are rarely able to work consistently with the same person. • Student and mentor

  5. Teachers' Accounts of Their Perceptions and Practices of Providing Written Feedback to Nursing Students on Their Assignments

    Science.gov (United States)

    Iqbal, Sajid; Gul, Raisa; Lakhani, Arusa; Rizvi, Nusrat Fatima

    2014-01-01

    Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A…

  6. Feasibility and impact of providing feedback to vaccinating medical clinics: evaluating a public health intervention

    Directory of Open Access Journals (Sweden)

    Kiely Marilou

    2010-12-01

    Full Text Available Abstract Background Vaccine coverage (VC at a given age is a widely-used indicator for measuring the performance of vaccination programs. However, there is increasing data suggesting that measuring delays in administering vaccines complements the measure of VC. Providing feedback to vaccinators is recognized as an effective strategy for improving vaccine coverage, but its implementation has not been widely documented in Canada. The objective of this study was to evaluate the feasibility of providing personalized feedback to vaccinators and its impact on vaccination delays (VD. Methods In April and May 2008, a one-hour personalized feedback session was provided to health professionals in vaccinating medical clinics in the Quebec City region. VD for vaccines administered at two and twelve months of age were presented. Data from the regional vaccination registry were analysed for participating clinics. Two 12-month periods before and after the intervention were compared, namely from April 1st, 2007 to March 31st, 2008 and from June 1st, 2008 to May 31st, 2009. Results Ten medical clinics out of the twelve approached (83%, representing more than 2500 vaccinated children, participated in the project. Preparing and conducting the feedback involved 20 hours of work and expenses of $1000 per clinic. Based on a delay of one month, 94% of first doses of DTaP-Polio-Hib and 77% of meningococcal vaccine doses respected the vaccination schedule both before and after the intervention. Following the feedback, respect of the vaccination schedule increased for vaccines planned at 12 months for the four clinics that had modified their vaccination practices related to multiple injections (depending on the clinic, VD decreased by 24.4%, 32.0%, 40.2% and 44.6% respectively, p Conclusions The present study shows that it is feasible to provide personalized feedback to vaccinating clinics. While it may have encouraged positive changes in practice concerning multiple

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

    Energy Technology Data Exchange (ETDEWEB)

    Goldbaum, Nathan J. [National Center for Supercomputing Applications, University of Illinois at Urbana-Champaign, 1205 W. Clark St., Urbana, IL 61801 (United States); Krumholz, Mark R. [Research School of Astronomy and Astrophysics, Australian National University, Canberra, ACT 2601 (Australia); Forbes, John C., E-mail: ngoldbau@illinois.edu [Department of Astronomy and Astrophysics, University of California, Santa Cruz, CA 95064 (United States)

    2016-08-10

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Tasker, Elizabeth J.; Wadsley, James; Pudritz, Ralph [Department of Physics and Astronomy, McMaster University, 1280 Main Street West, Hamilton, Ontario L8S 4M1 (Canada)

    2015-03-01

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

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

    International Nuclear Information System (INIS)

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

    2015-01-01

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

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

    International Nuclear Information System (INIS)

    Butler, Michael J.; Tan, Jonathan C.; Teyssier, Romain; Nickerson, Sarah; Rosdahl, Joakim; Van Loo, Sven

    2017-01-01

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

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

    Energy Technology Data Exchange (ETDEWEB)

    Butler, Michael J. [Max Planck Institute for Astronomy, Königstuhl 17, D-69117 Heidelberg (Germany); Tan, Jonathan C. [Departments of Astronomy and Physics, University of Florida, Gainesville, FL 32611 (United States); Teyssier, Romain; Nickerson, Sarah [Institute for Computational Science, University of Zurich, 8049 Zurich (Switzerland); Rosdahl, Joakim [Leiden Observatory, Leiden University, P.O. Box 9513, NL-2300 RA Leiden (Netherlands); Van Loo, Sven [School of Physics and Astronomy, University of Leeds, Leeds LS2 9JT (United Kingdom)

    2017-06-01

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

  12. Provider Communication, Prompts, and Feedback to Improve HPV Vaccination Rates in Resident Clinics.

    Science.gov (United States)

    Rand, Cynthia M; Schaffer, Stanley J; Dhepyasuwan, Nui; Blumkin, Aaron; Albertin, Christina; Serwint, Janet R; Darden, Paul M; Humiston, Sharon G; Mann, Keith J; Stratbucker, William; Szilagyi, Peter G

    2018-04-01

    Human papillomavirus (HPV) vaccination rates lag behind vaccination rates for other adolescent vaccines; a bundled intervention may improve HPV vaccination rates. Our objective is to evaluate the impact of quality improvement (QI) training plus a bundled practice-based intervention (provider prompts plus communication skills training plus performance feedback) on improving HPV vaccinations in pediatric resident continuity clinics. Staff and providers in 8 resident clinics participated in a 12-month QI study. The intervention included training to strengthen provider communication about the HPV vaccine. Clinics also implemented provider prompts, received monthly performance feedback, and participated in learning collaborative calls. The primary outcome measure was eligible visits with vaccination divided by vaccine-eligible visits (captured HPV vaccination opportunities). Practices performed chart audits that were fed into monthly performance feedback on captured HPV vaccination opportunities. We used conditional logistic regression (conditioning on practice) to assess captured vaccination opportunities, with the time period of the study (before and after the QI intervention) as the independent variable. Overall, captured opportunities for HPV vaccination increased by 16.4 percentage points, from 46.9% to 63.3%. Special cause was demonstrated by centerline shift, with 8 consecutive points above the preintervention mean. On adjusted analyses, patients were more likely to receive a vaccine during, versus before, the intervention (odds ratio: 1.87; 95% confidence interval: 1.54-2.28). Captured HPV vaccination rates improved at both well-child and other visits (by 11.7 and 13.0 percentage points, respectively). A bundled intervention of provider prompts and training in communication skills plus performance feedback increased captured opportunities for HPV vaccination. Copyright © 2018 by the American Academy of Pediatrics.

  13. STAR CLUSTER FORMATION WITH STELLAR FEEDBACK AND LARGE-SCALE INFLOW

    International Nuclear Information System (INIS)

    Matzner, Christopher D.; Jumper, Peter H.

    2015-01-01

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

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

    Science.gov (United States)

    Grisdale, Kearn Michael

    2017-08-01

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

  15. Negative plant soil feedback explaining ring formation in clonal plants

    NARCIS (Netherlands)

    Carteni, F.; Marasco, A.; Bonanomi, G.; Mazzoleni, S.; Rietkerk, M.G.; Giannino, F.

    2012-01-01

    Ring shaped patches of clonal plants have been reported in different environments, but the mechanisms underlying such pattern formation are still poorly explained. Water depletion in the inner tussocks zone has been proposed as a possible cause, although ring patterns have been also observed in

  16. Modeling jet and outflow feedback during star cluster formation

    Energy Technology Data Exchange (ETDEWEB)

    Federrath, Christoph [Monash Centre for Astrophysics, School of Mathematical Sciences, Monash University, VIC 3800 (Australia); Schrön, Martin [Department of Computational Hydrosystems, Helmholtz Centre for Environmental Research-UFZ, Permoserstr. 15, D-04318 Leipzig (Germany); Banerjee, Robi [Hamburger Sternwarte, Gojenbergsweg 112, D-21029 Hamburg (Germany); Klessen, Ralf S., E-mail: christoph.federrath@monash.edu [Universität Heidelberg, Zentrum für Astronomie, Institut für Theoretische Astrophysik, Albert-Ueberle-Strasse 2, D-69120 Heidelberg (Germany)

    2014-08-01

    Powerful jets and outflows are launched from the protostellar disks around newborn stars. These outflows carry enough mass and momentum to transform the structure of their parent molecular cloud and to potentially control star formation itself. Despite their importance, we have not been able to fully quantify the impact of jets and outflows during the formation of a star cluster. The main problem lies in limited computing power. We would have to resolve the magnetic jet-launching mechanism close to the protostar and at the same time follow the evolution of a parsec-size cloud for a million years. Current computer power and codes fall orders of magnitude short of achieving this. In order to overcome this problem, we implement a subgrid-scale (SGS) model for launching jets and outflows, which demonstrably converges and reproduces the mass, linear and angular momentum transfer, and the speed of real jets, with ∼1000 times lower resolution than would be required without the SGS model. We apply the new SGS model to turbulent, magnetized star cluster formation and show that jets and outflows (1) eject about one-fourth of their parent molecular clump in high-speed jets, quickly reaching distances of more than a parsec, (2) reduce the star formation rate by about a factor of two, and (3) lead to the formation of ∼1.5 times as many stars compared to the no-outflow case. Most importantly, we find that jets and outflows reduce the average star mass by a factor of ∼ three and may thus be essential for understanding the characteristic mass of the stellar initial mass function.

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

    Science.gov (United States)

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

    2017-12-01

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

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

    Science.gov (United States)

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

    2015-06-01

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

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

    Science.gov (United States)

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

    2018-04-01

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

  20. Kinematic evidence for feedback-driven star formation in NGC 1893

    Science.gov (United States)

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

    2018-06-01

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

  1. Peer feedback: Using diciplinary-specific teaching formats as "bridges" to enable student engagement

    DEFF Research Database (Denmark)

    Jensen, Tine Wirenfeldt; Dankl, Kathrina

    2017-01-01

    Introduction Peer feedback has been proven to significantly strengthen students’ academic writing skills as well as foster meta-cognitive awareness on learning processes (Gibbs et al. 2004, Nicol et. al 2006). In order to unleash this potential, a collaborative and trusting ethos is required...... disciplinary-specific teaching formats and using these as “bridges” to enable students’ active engagement and unlock student’s co-creation skills. Method The proposed method has been applied at the Design School in Kolding at a course initiated as a part of the Master’s thesis supervision. As a method...... for a synopsis, and peer feedback was introduced for ‘shaping and co-creating’ first drafts of a synopsis. Both peer feedback and the concept of creative constraints (see freewriting format), are commonly used in design as methods to spur creativity. Results According to students own written evaluations (fifteen...

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

    Science.gov (United States)

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

    2018-05-01

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

  3. CLUMPY DISKS AS A TESTBED FOR FEEDBACK-REGULATED GALAXY FORMATION

    Energy Technology Data Exchange (ETDEWEB)

    Mayer, Lucio; Tamburello, Valentina [Center for Theoretical Astrophysics and Cosmology, Institute for Computational Science, University of Zurich, Winterthurerstrasse 190, CH-8057 Zürich (Switzerland); Lupi, Alessandro; Madau, Piero [Institut d’Astrophysique de Paris, Sorbonne Universités, UPMC Univ Paris 6 et CNRS, UMR 7095, 98 bis bd Arago, F-75014 Paris (France); Keller, Ben; Wadsley, James [Department of Physics and Astronomy, McMaster University, Hamilton, ON L8S 4M1 (Canada)

    2016-10-10

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

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

    Science.gov (United States)

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

    2017-01-01

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

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

    Science.gov (United States)

    Haelermans, Carla; Ghysels, Joris; Prince, Fernao

    2015-01-01

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

  6. Feedback to providers improves evidence-based implantable cardioverter-defibrillator programming and reduces shocks.

    Science.gov (United States)

    Silver, Marc T; Sterns, Laurence D; Piccini, Jonathan P; Joung, Boyoung; Ching, Chi-Keong; Pickett, Robert A; Rabinovich, Rafael; Liu, Shufeng; Peterson, Brett J; Lexcen, Daniel R

    2015-03-01

    Implantable cardioverter-defibrillator (ICD) shocks are associated with increased anxiety, health care utilization, and potentially mortality. The purpose of the Shock-Less Study was to determine if providing feedback reports to physicians on their adherence to evidence-based shock reduction programming could improve their programming behavior and reduce shocks. Shock-Less enrolled primary prevention (PP) and secondary prevention (SP) ICD patients between 2009 and 2012 at 118 study centers worldwide and followed patients longitudinally after their ICD implant. Center-specific therapy programming reports (TPRs) were delivered to each center 9 to 12 months after their first enrollment. The reports detailed adherence to evidence-based programming targets: number of intervals to detect ventricular fibrillation (VF NID), longest treatment interval (LTI), supraventricular tachycardia (SVT) discriminators (Wavelet, PR Logic), SVT limit, Lead Integrity Alert (LIA), and antitachycardia pacing (ATP). Clinicians programmed ICDs at their discretion. The primary outcome measure was the change in utilization of evidence-based shock reduction programming before (phase I, n = 2694 patients) and after initiation of the TPR (phase II, n = 1438 patients). Patients implanted after feedback reports (phase II) were up to 20% more likely to have their ICDs programmed in line with evidence-based shock reduction programming (eg, VF NID in PP patients 30/40 in 33.5% vs 18.6%, P programming feedback reports improves adherence to evidence-based shock reduction programming and is associated with lower risk of ICD shocks. Copyright © 2015 Heart Rhythm Society. Published by Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    Wise, John H.; Abel, Tom

    2008-01-01

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

  8. GLOBULAR CLUSTER FORMATION EFFICIENCIES FROM BLACK HOLE X-RAY BINARY FEEDBACK

    Energy Technology Data Exchange (ETDEWEB)

    Justham, Stephen [The Key Laboratory of Optical Astronomy, National Astronomical Observatories, The Chinese Academy of Sciences, Datun Road, Beijing 100012 (China); Peng, Eric W. [Department of Astronomy, Peking University, Beijing 100871 (China); Schawinski, Kevin, E-mail: sjustham@nao.cas.cn [Institute for Astronomy, ETH Zurich, Wolfgang-Pauli-Strasse 27, 8093 Zurich (Switzerland)

    2015-08-10

    We investigate a scenario in which feedback from black hole X-ray binaries (BHXBs) sometimes begins inside young star clusters before strong supernova (SN) feedback. Those BHXBs could reduce the gas fraction inside embedded young clusters while maintaining virial equilibrium, which may help globular clusters (GCs) to stay bound when SN-driven gas ejection subsequently occurs. Adopting a simple toy model with parameters guided by BHXB population models, we produce GC formation efficiencies consistent with empirically inferred values. The metallicity dependence of BHXB formation could naturally explain why GC formation efficiency is higher at lower metallicity. For reasonable assumptions about that metallicity dependence, our toy model can produce a GC metallicity bimodality in some galaxies without a bimodality in the field-star metallicity distribution.

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

    Science.gov (United States)

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

    2016-01-01

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

  10. From Demonstration System to Prototype: ShakeAlert Beta Users Provide Feedback to Improve Alert Delivery

    Science.gov (United States)

    Strauss, J. A.; Vinci, M.; Steele, W. P.; Allen, R. M.; Hellweg, M.

    2013-12-01

    Earthquake Early Warning (EEW) is a system that can provide a few to tens of seconds to minutes of warning prior to ground shaking at a given location. The goal and purpose of such a system is to reduce the damage, costs, and casualties resulting from an earthquake. A prototype earthquake early warning system (ShakeAlert) is in development by the UC Berkeley Seismological Laboratory, Caltech, ETH Zurich, University of Washington, and the USGS. Events are published to the UserDisplay--ShakeAlert's Java based graphical interface, which is being tested by a small group of beta users throughout California. The beta users receive earthquake alerts in real-time and are providing feedback on their experiences. For early warning alerts to be useful, people, companies, and institutions must know beforehand what actions they will perform when they receive the information. Beta user interactions allow the ShakeAlert team to discern: which alert delivery options are most effective, what changes would make the UserDisplay more useful in a pre-disaster situation, and most importantly, what actions users plan to take for various scenarios. We also collect feedback detailing costs of implementing actions and challenges within the beta user organizations, as well as anticipated benefits and savings. Thus, creating a blueprint for a fully operational system that will meet the needs of the public. New California users as well as the first group of Pacific Northwest users are slated to join the ShakeAlert beta test group in the fall of 2013.

  11. The effects of magnetic fields and protostellar feedback on low-mass cluster formation

    Science.gov (United States)

    Cunningham, Andrew J.; Krumholz, Mark R.; McKee, Christopher F.; Klein, Richard I.

    2018-05-01

    We present a large suite of simulations of the formation of low-mass star clusters. Our simulations include an extensive set of physical processes - magnetohydrodynamics, radiative transfer, and protostellar outflows - and span a wide range of virial parameters and magnetic field strengths. Comparing the outcomes of our simulations to observations, we find that simulations remaining close to virial balance throughout their history produce star formation efficiencies and initial mass function (IMF) peaks that are stable in time and in reasonable agreement with observations. Our results indicate that small-scale dissipation effects near the protostellar surface provide a feedback loop for stabilizing the star formation efficiency. This is true regardless of whether the balance is maintained by input of energy from large-scale forcing or by strong magnetic fields that inhibit collapse. In contrast, simulations that leave virial balance and undergo runaway collapse form stars too efficiently and produce an IMF that becomes increasingly top heavy with time. In all cases, we find that the competition between magnetic flux advection towards the protostar and outward advection due to magnetic interchange instabilities, and the competition between turbulent amplification and reconnection close to newly formed protostars renders the local magnetic field structure insensitive to the strength of the large-scale field, ensuring that radiation is always more important than magnetic support in setting the fragmentation scale and thus the IMF peak mass. The statistics of multiple stellar systems are similarly insensitive to variations in the initial conditions and generally agree with observations within the range of statistical uncertainty.

  12. Return of spontaneous circulation and long-term survival according to feedback provided by automated external defibrillators

    DEFF Research Database (Denmark)

    Agerskov, M; Hansen, M B; Nielsen, A M

    2017-01-01

    levels. METHODS: We collected data on OHCA occurring between 2011 and 2014 in the Capital Region of Denmark where an AED was applied prior to ambulance arrival. Patient data were obtained from the Danish Cardiac Arrest Registry and medical records. AED data were retrieved from the Emergency Medical...... Dispatch Centre (EMDC) and information on feedback mechanisms, energy waveform and energy level was downloaded from the applied AEDs. RESULTS: A total of 196 OHCAs had an AED applied prior to ambulance arrival; 62 of these (32%) provided audio visual (AV) feedback while no feedback was provided in 134 (68...

  13. Complete the Picture: Evaluation Fills In the Missing Pieces That Feedback Can't Provide

    Science.gov (United States)

    Dumas, Chad; Jenkins, Lee

    2013-01-01

    The workshop is done--How does anyone know that staff learned what they needed to learn? How does anyone know that the content of the workshop day is now common knowledge among the attendees? Two key indicators are feedback and evaluation. Feedback from participants is what the presenter uses to fine-tune his or her professional learning delivery.…

  14. Effectiveness of a training program in supervisors' ability to provide feedback on residents' communication skills

    NARCIS (Netherlands)

    Junod Perron, N.; Nendaz, M.; Louis-Simonet, M.; Sommer, J.; Gut, A.; Baroffio, A.; Dolmans, D.; Vleuten, C.P.M. van der

    2013-01-01

    Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are

  15. Secondary aerosol formation from stress-induced biogenic emissions and possible climate feedbacks

    Directory of Open Access Journals (Sweden)

    Th. F. Mentel

    2013-09-01

    Full Text Available Atmospheric aerosols impact climate by scattering and absorbing solar radiation and by acting as ice and cloud condensation nuclei. Biogenic secondary organic aerosols (BSOAs comprise an important component of atmospheric aerosols. Biogenic volatile organic compounds (BVOCs emitted by vegetation are the source of BSOAs. Pathogens and insect attacks, heat waves and droughts can induce stress to plants that may impact their BVOC emissions, and hence the yield and type of formed BSOAs, and possibly their climatic effects. This raises questions of whether stress-induced changes in BSOA formation may attenuate or amplify effects of climate change. In this study we assess the potential impact of stress-induced BVOC emissions on BSOA formation for tree species typical for mixed deciduous and Boreal Eurasian forests. We studied the photochemical BSOA formation for plants infested by aphids in a laboratory setup under well-controlled conditions and applied in addition heat and drought stress. The results indicate that stress conditions substantially modify BSOA formation and yield. Stress-induced emissions of sesquiterpenes, methyl salicylate, and C17-BVOCs increase BSOA yields. Mixtures including these compounds exhibit BSOA yields between 17 and 33%, significantly higher than mixtures containing mainly monoterpenes (4–6% yield. Green leaf volatiles suppress SOA formation, presumably by scavenging OH, similar to isoprene. By classifying emission types, stressors and BSOA formation potential, we discuss possible climatic feedbacks regarding aerosol effects. We conclude that stress situations for plants due to climate change should be considered in climate–vegetation feedback mechanisms.

  16. MOOC design analysis - Constructive alignment, interactions, task complexity, formative assessment & feedback

    NARCIS (Netherlands)

    Kasch, Julia; Van Rosmalen, Peter; Kalz, Marco

    2016-01-01

    Massive Open Online Courses (MOOCs) hold the potential of providing education at large scale. However, the challenge lies in the scalability of their educational design. It is unclear whether and to what extent MOOCs to provide active and complex learning activities, support and feedback to large

  17. Enhanced jump performance when providing augmented feedback compared to an external or internal focus of attention.

    Science.gov (United States)

    Keller, Martin; Lauber, Benedikt; Gottschalk, Marius; Taube, Wolfgang

    2015-01-01

    Factors such as an external focus of attention (EF) and augmented feedback (AF) have been shown to improve performance. However, the efficacy of providing AF to enhance motor performance has never been compared with the effects of an EF or an internal focus of attention (IF). Therefore, the aim of the present study was to identify which of the three conditions (AF, EF or IF) leads to the highest performance in a countermovement jump (CMJ). Nineteen volunteers performed 12 series of 8 maximum CMJs. Changes in jump height between conditions and within the series were analysed. Jump heights differed between conditions (P jump heights at the end of the series in AF (+1.60%) and lower jump heights at the end of the series in EF (-1.79%) and IF (-1.68%) were observed. Muscle activity did not differ between conditions. The differences between conditions and within the series provide evidence that AF leads to higher performance and better progression within one series than EF and IF. Consequently, AF seems to outperform EF and IF when maximising jump height.

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

    Science.gov (United States)

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

    2018-04-01

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

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

    Science.gov (United States)

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

    2018-04-17

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

  20. Using formative feedback to identify and support first-year chemistry students with missing or misconceptions. A Practice Report

    Directory of Open Access Journals (Sweden)

    Gwen Lawrie

    2013-08-01

    Full Text Available Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering students. Concept inventories can be used to provide formative feedback to help students identify concepts that they need to address to improve construction of subsequent understanding enabling their learning.Modular, formative learning activities that can be administered inside or outside of class in first year chemistry courses have been developed. These activities address key missing and mis-conceptions possessed by incoming student. Engagement in these learning activities by students and academics will help shift the culture of diagnostic and formative assessment within the tertiary context and address issues around the secondary/tertiary transition. This diagnostic/intervention framework is currently being trialed across five Australian tertiary institutions encompassing a large heterogeneous sample of students.

  1. Accretion Disk Assembly During Common Envelope Evolution: Implications for Feedback and LIGO Binary Black Hole Formation

    Energy Technology Data Exchange (ETDEWEB)

    Murguia-Berthier, Ariadna; Ramirez-Ruiz, Enrico; Antoni, Andrea; Macias, Phillip [Department of Astronomy and Astrophysics, University of California, Santa Cruz, CA 95064 (United States); MacLeod, Morgan, E-mail: armurgui@ucsc.edu [School of Natural Sciences, Institute for Advanced Study, 1 Einstein Drive, Princeton, NJ 08540 (United States)

    2017-08-20

    During a common envelope (CE) episode in a binary system, the engulfed companion spirals to tighter orbital separations under the influence of drag from the surrounding envelope material. As this object sweeps through material with a steep radial gradient of density, net angular momentum is introduced into the flow, potentially leading to the formation of an accretion disk. The presence of a disk would have dramatic consequences for the outcome of the interaction because accretion might be accompanied by strong, polar outflows with enough energy to unbind the entire envelope. Without a detailed understanding of the necessary conditions for disk formation during CE, therefore, it is difficult to accurately predict the population of merging compact binaries. This paper examines the conditions for disk formation around objects embedded within CEs using the “wind tunnel” formalism developed by MacLeod et al. We find that the formation of disks is highly dependent on the compressibility of the envelope material. Disks form only in the most compressible of stellar envelope gas, found in envelopes’ outer layers in zones of partial ionization. These zones are largest in low-mass stellar envelopes, but comprise small portions of the envelope mass and radius in all cases. We conclude that disk formation and associated accretion feedback in CE is rare, and if it occurs, transitory. The implication for LIGO black hole binary assembly is that by avoiding strong accretion feedback, CE interactions should still result in the substantial orbital tightening needed to produce merging binaries.

  2. What FIREs Up Star Formation: the Emergence of the Kennicutt-Schmidt Law from Feedback

    Science.gov (United States)

    Orr, Matthew E.; Hayward, Christopher C.; Hopkins, Philip F.; Chan, T. K.; Faucher-Giguère, Claude-André; Feldmann, Robert; Kereš, Dušan; Murray, Norman; Quataert, Eliot

    2018-05-01

    We present an analysis of the global and spatially-resolved Kennicutt-Schmidt (KS) star formation relation in the FIRE (Feedback In Realistic Environments) suite of cosmological simulations, including halos with z = 0 masses ranging from 1010 - 1013 M⊙. We show that the KS relation emerges and is robustly maintained due to the effects of feedback on local scales regulating star-forming gas, independent of the particular small-scale star formation prescriptions employed. We demonstrate that the time-averaged KS relation is relatively independent of redshift and spatial averaging scale, and that the star formation rate surface density is weakly dependent on metallicity and inversely dependent on orbital dynamical time. At constant star formation rate surface density, the `Cold & Dense' gas surface density (gas with T 10 cm-3, used as a proxy for the molecular gas surface density) of the simulated galaxies is ˜0.5 dex less than observed at ˜kpc scales. This discrepancy may arise from underestimates of the local column density at the particle-scale for the purposes of shielding in the simulations. Finally, we show that on scales larger than individual giant molecular clouds, the primary condition that determines whether star formation occurs is whether a patch of the galactic disk is thermally Toomre-unstable (not whether it is self-shielding): once a patch can no longer be thermally stabilized against fragmentation, it collapses, becomes self-shielding, cools, and forms stars, regardless of epoch or environment.

  3. Climate Feedback: Bringing the Scientific Community to Provide Direct Feedback on the Credibility of Climate Media Coverage

    Science.gov (United States)

    Vincent, E. M.; Matlock, T.; Westerling, A. L.

    2015-12-01

    While most scientists recognize climate change as a major societal and environmental issue, social and political will to tackle the problem is still lacking. One of the biggest obstacles is inaccurate reporting or even outright misinformation in climate change coverage that result in the confusion of the general public on the issue.In today's era of instant access to information, what we read online usually falls outside our field of expertise and it is a real challenge to evaluate what is credible. The emerging technology of web annotation could be a game changer as it allows knowledgeable individuals to attach notes to any piece of text of a webpage and to share them with readers who will be able to see the annotations in-context -like comments on a pdf.Here we present the Climate Feedback initiative that is bringing together a community of climate scientists who collectively evaluate the scientific accuracy of influential climate change media coverage. Scientists annotate articles sentence by sentence and assess whether they are consistent with scientific knowledge allowing readers to see where and why the coverage is -or is not- based on science. Scientists also summarize the essence of their critical commentary in the form of a simple article-level overall credibility rating that quickly informs readers about the credibility of the entire piece.Web-annotation allows readers to 'hear' directly from the experts and to sense the consensus in a personal way as one can literaly see how many scientists agree with a given statement. It also allows a broad population of scientists to interact with the media, notably early career scientists.In this talk, we will present results on the impacts annotations have on readers -regarding their evaluation of the trustworthiness of the information they read- and on journalists -regarding their reception of scientists comments.Several dozen scientists have contributed to this effort to date and the system offers potential to

  4. Great Basin land managers provide detailed feedback about usefulness of two climate information web applications

    Directory of Open Access Journals (Sweden)

    Chad Zanocco

    Full Text Available Land managers in the Great Basin are working to maintain or restore sagebrush ecosystems as climate change exacerbates existing threats. Web applications delivering climate change and climate impacts information have the potential to assist their efforts. Although many web applications containing climate information currently exist, few have been co-produced with land managers or have incorporated information specifically focused on land managers’ needs. Through surveys and interviews, we gathered detailed feedback from federal, state, and tribal sagebrush land managers in the Great Basin on climate information web applications targeting land management. We found that a managers are searching for weather and climate information they can incorporate into their current management strategies and plans; b they are willing to be educated on how to find and understand climate related web applications; c both field and administrative-type managers want data for timescales ranging from seasonal to decadal; d managers want multiple levels of climate information, from simple summaries, to detailed descriptions accessible through the application; and e managers are interested in applications that evaluate uncertainty and provide projected climate impacts. Keywords: Great Basin, Sagebrush, Land management, Climate change, Web application, Co-production

  5. EFFECT OF FEEDBACK IN FORMATIVE ASSESSMENT IN THE STUDENT LEARNING ACTIVITIES ON CHEMICAL COURSE TO THE FORMATION OF HABITS OF MIND

    Directory of Open Access Journals (Sweden)

    Nahadi -

    2015-04-01

    Full Text Available The aim of this study was to find the impact of feedback in formative assessment in the learning process activity and students learning outcomes on learning chemistry. The method used on this study was quasi experiment research with non-equivalent control group design. The result showed that the application of feedback in formative assessment has a positive impact toward students learning process activity. Students become more enthusiastic, motivated, and more active on the learning process. Thus in this study can be conclude that feedback in formative assessment have a positive impact toward the learning process activity to form a habits of mind.

  6. Academic Detailing with Provider Audit and Feedback Improve Prescribing Quality for Older Veterans.

    Science.gov (United States)

    Vandenberg, Ann E; Echt, Katharina V; Kemp, Lawanda; McGwin, Gerald; Perkins, Molly M; Mirk, Anna K

    2018-03-01

    Suboptimal prescribing persists as a driver of poor quality care of older veterans and is associated with risk of hospitalization and emergency department visits. We adapted a successful medication management model, Integrated Management and Polypharmacy Review of Vulnerable Elders (IMPROVE), from an urban geriatric specialty clinic to rural community-based clinics that deliver primary care. The goals were to promote prescribing quality and safety for older adults, including reduced prescribing of potentially inappropriate medications (PIMs). We augmented the original model, which involved a pharmacist-led, one-on-one medication review with high-risk older veterans, to provide rural primary care providers (PCPs) and pharmacists with educational outreach through academic detailing and tools to support safe geriatric prescribing practices, as well as individual audit and feedback on prescribing practice and confidential peer benchmarking. Twenty PCPs and 4 pharmacists at 4 rural Georgia community-based outpatient clinics participated. More than 7,000 older veterans were seen in more than 20,000 PCP encounters during the 14-month intervention period. Implementation of the IMPROVE intervention reduced PIM prescribing incidence from 9.6 new medications per 100 encounters during baseline to 8.7 after the intervention (P = .009). IMPROVE reduced PIM prevalence (proportion of encounters involving veterans who were taking at least 1 PIM) from 22.6% to 16.7% (P < .001). These approaches were effective in reducing PIMs prescribed to older veterans in a rural setting and constitute a feasible model for disseminating geriatric best practices to the primary care setting. © 2018, Copyright the Authors Journal compilation © 2018, The American Geriatrics Society.

  7. Dwarf galaxies with ionizing radiation feedback. II. Spatially resolved star formation relation

    International Nuclear Information System (INIS)

    Kim, Ji-hoon; Krumholz, Mark R.; Goldbaum, Nathan J.; Wise, John H.; Turk, Matthew J.; Abel, Tom

    2013-01-01

    We investigate the spatially resolved star formation relation using a galactic disk formed in a comprehensive high-resolution (3.8 pc) simulation. Our new implementation of stellar feedback includes ionizing radiation as well as supernova explosions, and we handle ionizing radiation by solving the radiative transfer equation rather than by a subgrid model. Photoheating by stellar radiation stabilizes gas against Jeans fragmentation, reducing the star formation rate (SFR). Because we have self-consistently calculated the location of ionized gas, we are able to make simulated, spatially resolved observations of star formation tracers, such as Hα emission. We can also observe how stellar feedback manifests itself in the correlation between ionized and molecular gas. Applying our techniques to the disk in a galactic halo of 2.3 × 10 11 M ☉ , we find that the correlation between SFR density (estimated from mock Hα emission) and H 2 density shows large scatter, especially at high resolutions of ≲75 pc that are comparable to the size of giant molecular clouds (GMCs). This is because an aperture of GMC size captures only particular stages of GMC evolution and because Hα traces hot gas around star-forming regions and is displaced from the H 2 peaks themselves. By examining the evolving environment around star clusters, we speculate that the breakdown of the traditional star formation laws of the Kennicutt-Schmidt type at small scales is further aided by a combination of stars drifting from their birthplaces and molecular clouds being dispersed via stellar feedback.

  8. Dwarf galaxies with ionizing radiation feedback. II. Spatially resolved star formation relation

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Ji-hoon; Krumholz, Mark R.; Wise, John H.; Turk, Matthew J.; Goldbaum, Nathan J.; Abel, Tom

    2013-11-15

    AWe investigate the spatially resolved star formation relation using a galactic disk formed in a comprehensive high-resolution (3.8 pc) simulation. Our new implementation of stellar feedback includes ionizing radiation as well as supernova explosions, and we handle ionizing radiation by solving the radiative transfer equation rather than by a subgrid model. Photoheating by stellar radiation stabilizes gas against Jeans fragmentation, reducing the star formation rate (SFR). Because we have self-consistently calculated the location of ionized gas, we are able to make simulated, spatially resolved observations of star formation tracers, such as Hα emission. We can also observe how stellar feedback manifests itself in the correlation between ionized and molecular gas. Applying our techniques to the disk in a galactic halo of 2.3 × 1011 M , we find that the correlation between SFR density (estimated from mock Hα emission) and H2 density shows large scatter, especially at high resolutions of ≲ 75 pc that are comparable to the size of giant molecular clouds (GMCs). This is because an aperture of GMC size captures only particular stages of GMC evolution and because Hα traces hot gas around star-forming regions and is displaced from the H2 peaks themselves. By examining the evolving environment around star clusters, we speculate that the breakdown of the traditional star formation laws of the Kennicutt-Schmidt type at small scales is further aided by a combination of stars drifting from their birthplaces and molecular clouds being dispersed via stellar feedback.

  9. The inhibitory microcircuit of the substantia nigra provides feedback gain control of the basal ganglia output.

    Science.gov (United States)

    Brown, Jennifer; Pan, Wei-Xing; Dudman, Joshua Tate

    2014-05-21

    Dysfunction of the basal ganglia produces severe deficits in the timing, initiation, and vigor of movement. These diverse impairments suggest a control system gone awry. In engineered systems, feedback is critical for control. By contrast, models of the basal ganglia highlight feedforward circuitry and ignore intrinsic feedback circuits. In this study, we show that feedback via axon collaterals of substantia nigra projection neurons control the gain of the basal ganglia output. Through a combination of physiology, optogenetics, anatomy, and circuit mapping, we elaborate a general circuit mechanism for gain control in a microcircuit lacking interneurons. Our data suggest that diverse tonic firing rates, weak unitary connections and a spatially diffuse collateral circuit with distinct topography and kinetics from feedforward input is sufficient to implement divisive feedback inhibition. The importance of feedback for engineered systems implies that the intranigral microcircuit, despite its absence from canonical models, could be essential to basal ganglia function. DOI: http://dx.doi.org/10.7554/eLife.02397.001. Copyright © 2014, Brown et al.

  10. A Surgical Robot Teleoperation Framework for Providing Haptic Feedback Incorporating Virtual Envrioment-Based Guidance

    Directory of Open Access Journals (Sweden)

    Adnan Munawar

    2016-08-01

    Full Text Available In robot-assisted tele-operated laparoscopic surgeries, the patient side manipulators are controlled via the master manipulators that are controlled by the surgeon. The current generation of robots approved for laparoscopic surgery lack haptic feedback. In theory, haptic feedback would enhance the surgical procedures by enabling better coordination between the hand movements that are improved by the tactile sense of the operating environment. This research presents an overall control framework for a haptic feedback on existing robot platforms, and demonstrated on the daVinci Research Kit (dVRK system. The paper discusses the implementation of a flexible framework that incorporates a stiffness control with gravity compensation for the surgeons manipulator and a sensing and collision detection algorithm for calculating the interaction between the patients manipulators and the surgical area.

  11. A tale of two feedbacks: Star formation in the host galaxies of radio AGNs

    Energy Technology Data Exchange (ETDEWEB)

    Karouzos, Marios; Im, Myungshin; Jeon, Yiseul; Kim, Ji Hoon [CEOU-Astronomy Program, Department of Physics and Astronomy, Seoul National University, Gwanak-gu, Seoul (Korea, Republic of); Trichas, Markos [Airbus Defence and Space, Gunnels Wood Road, Stevenage SG1 2AS (United Kingdom); Goto, Tomo [Dark Cosmology Centre, Niels Bohr Institute, University of Copenhagen, Juliane Maries Vej 30, DK-2100 Copenhagen (Denmark); Malkan, Matt [Division of Astronomy and Astrophysics, 3-714 UCLA, CA 90095-1547 (United States); Ruiz, Angel [Inter-University Centre for Astronomy and Astrophysics (IUCAA), Post Bag 4, Ganeshkhind, 411 007 Pune (India); Lee, Hyung Mok; Kim, Seong Jin [Astronomy Program, Department of Physics and Astronomy, Seoul National University, Gwanak-gu, Seoul (Korea, Republic of); Oi, Nagisa; Matsuhara, Hideo; Takagi, Toshinobu; Murata, K.; Wada, Takehiko; Wada, Kensuke [Institute of Space and Astronautical Science, JAXA, Yoshino-dai 3-1-1, Sagamihara, Kanagawa 229-8510 (Japan); Shim, Hyunjin [Department of Earth Science Education, Kyungpook National University, Daegu 702-701 (Korea, Republic of); Hanami, Hitoshi [Physics Section, Faculty of Humanities, Iwate University, Ueda 3 chome, 18-34 Morioka, Morioka, Iwate 020-8550 (Japan); Serjeant, Stephen; White, Glenn J., E-mail: mkarouzos@astro.snu.ac.kr [Department of Physics and Astronomy, The Open University, Walton Hall, Milton Keynes (United Kingdom); and others

    2014-04-01

    Several lines of argument support the existence of a link between activity at the nuclei of galaxies, in the form of an accreting supermassive black hole, and star formation activity in these galaxies. Radio jets have long been argued to be an ideal mechanism that allows active galactic nuclei (AGNs) to interact with their host galaxies and affect star formation. We use a sample of radio sources in the North Ecliptic Pole (NEP) field to study the nature of this putative link, by means of spectral energy distribution (SED) fitting. We employ the excellent spectral coverage of the AKARI infrared space telescope and the rich ancillary data available in the NEP to build SEDs extending from UV to far-IR wavelengths. We find a significant AGN component in our sample of relatively faint radio sources (formation in the host galaxy, independent of the radio luminosity. In contrast, for narrow redshift and AGN luminosity ranges, we find that increasing radio luminosity leads to a decrease in the specific star formation rate. The most radio-loud AGNs are found to lie on the main sequence of star formation for their respective redshifts. For the first time, we potentially see such a two-sided feedback process in the same sample. We discuss the possible suppression of star formation, but not total quenching, in systems with strong radio jets, that supports the maintenance nature of feedback from radio AGN jets.

  12. Providing Graduated Corrective Feedback in an Intelligent Computer-Assisted Language Learning Environment

    Science.gov (United States)

    Ai, Haiyang

    2017-01-01

    Corrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying…

  13. Providing Feedback on Computer-Based Algebra Homework in Middle-School Classrooms

    Science.gov (United States)

    Fyfe, Emily R.

    2016-01-01

    Homework is transforming at a rapid rate with continuous advances in educational technology. Computer-based homework, in particular, is gaining popularity across a range of schools, with little empirical evidence on how to optimize student learning. The current aim was to test the effects of different types of feedback on computer-based homework.…

  14. Thirdyear medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting

    Directory of Open Access Journals (Sweden)

    Reina Abraham

    2016-05-01

    Full Text Available Background. Clinical skills training in the clinical skills laboratory (CSL environment forms an important part of the undergraduate medical curriculum. These skills are better demonstrated than described. A lack of direct observation and feedback given to medical students performing these skills has been reported. Without feedback, errors are uncorrected, good performance is not reinforced and clinical competence is minimally achieved. Objectives. To explore the perceptions of 3rd-year medical students and their clinical teachers about formative clinical assessment feedback in the CSL setting. Methods. Questionnaires with open- and closed-ended questions were administered to 3rd-year medical students and their clinical skills teachers. Quantitative data were statistically analysed while qualitative data were thematically analysed. Results. Five clinical teachers and 183 medical students participated. Average scores for the items varied between 1.87 and 5.00 (1: negative to 5:positive. The majority of students reported that feedback informed them of their competence level and learning needs, and motivated them to improve their skills and participation in patient-centred learning activities. Teachers believed that they provided sufficient and balanced feedback. Some students were concerned about the lack of standardised and structured assessment criteria and variation in teacher feedback. No statistical difference (p<0.05 was found between the mean item ratings based on demographic and academic background. Conclusion. Most teachers and students were satisfied with the feedback given and received, respectively. Structured and balanced criterion-referenced feedback processes, together with feedback training workshops for staff and students, are recommended to enhance feedback practice quality in the CSL. Limited clinical staff in the CSL was noted as a concern.

  15. PReSaFe: A model of barriers and facilitators to patients providing feedback on experiences of safety.

    Science.gov (United States)

    De Brún, Aoife; Heavey, Emily; Waring, Justin; Dawson, Pamela; Scott, Jason

    2017-08-01

    The importance of involving patients in reporting on safety is increasingly recognized. Whilst studies have identified barriers to clinician incident reporting, few have explored barriers and facilitators to patient reporting of safety experiences. This paper explores patient perspectives on providing feedback on safety experiences. Patients (n=28) were invited to take part in semi-structured interviews when given a survey about their experiences of safety following hospital discharge. Transcripts were thematically analysed using NVivo10. Patients were recruited from four hospitals in the UK. Three themes were identified as barriers and facilitators to patient involvement in providing feedback on their safety experiences. The first, cognitive-cultural, found that whilst safety was a priority for most, some felt the term was not relevant to them because safety was the "default" position, and/or because safety could not be disentangled from the overall experience of care. The structural-procedural theme indicated that reporting was facilitated when patients saw the process as straightforward, but that disinclination or perceived inability to provide feedback was a barrier. Finally, learning and change illustrated that perception of the impact of feedback could facilitate or inhibit reporting. When collecting patient feedback on experiences of safety, it is important to consider what may help or hinder this process, beyond the process alone. We present a staged model of prerequisite barriers and facilitators and hypothesize that each stage needs to be achieved for patients to provide feedback on safety experiences. Implications for collecting meaningful data on patients' safety experiences are considered. © 2016 The Authors. Health Expectations Published by John Wiley & Sons Ltd.

  16. Effects of Combined Stellar Feedback on Star Formation in Stellar Clusters

    Science.gov (United States)

    Wall, Joshua Edward; McMillan, Stephen; Pellegrino, Andrew; Mac Low, Mordecai; Klessen, Ralf; Portegies Zwart, Simon

    2018-01-01

    We present results of hybrid MHD+N-body simulations of star cluster formation and evolution including self consistent feedback from the stars in the form of radiation, winds, and supernovae from all stars more massive than 7 solar masses. The MHD is modeled with the adaptive mesh refinement code FLASH, while the N-body computations are done with a direct algorithm. Radiation is modeled using ray tracing along long characteristics in directions distributed using the HEALPIX algorithm, and causes ionization and momentum deposition, while winds and supernova conserve momentum and energy during injection. Stellar evolution is followed using power-law fits to evolution models in SeBa. We use a gravity bridge within the AMUSE framework to couple the N-body dynamics of the stars to the gas dynamics in FLASH. Feedback from the massive stars alters the structure of young clusters as gas ejection occurs. We diagnose this behavior by distinguishing between fractal distribution and central clustering using a Q parameter computed from the minimum spanning tree of each model cluster. Global effects of feedback in our simulations will also be discussed.

  17. Perception of CPR quality: Influence of CPR feedback, Just-in-Time CPR training and provider role.

    Science.gov (United States)

    Cheng, Adam; Overly, Frank; Kessler, David; Nadkarni, Vinay M; Lin, Yiqun; Doan, Quynh; Duff, Jonathan P; Tofil, Nancy M; Bhanji, Farhan; Adler, Mark; Charnovich, Alex; Hunt, Elizabeth A; Brown, Linda L

    2015-02-01

    Many healthcare providers rely on visual perception to guide cardiopulmonary resuscitation (CPR), but little is known about the accuracy of provider perceptions of CPR quality. We aimed to describe the difference between perceived versus measured CPR quality, and to determine the impact of provider role, real-time visual CPR feedback and Just-in-Time (JIT) CPR training on provider perceptions. We conducted secondary analyses of data collected from a prospective, multicenter, randomized trial of 324 healthcare providers who participated in a simulated cardiac arrest scenario between July 2012 and April 2014. Participants were randomized to one of four permutations of: JIT CPR training and real-time visual CPR feedback. We calculated the difference between perceived and measured quality of CPR and reported the proportion of subjects accurately estimating the quality of CPR within each study arm. Participants overestimated achieving adequate chest compression depth (mean difference range: 16.1-60.6%) and rate (range: 0.2-51%), and underestimated chest compression fraction (0.2-2.9%) across all arms. Compared to no intervention, the use of real-time feedback and JIT CPR training (alone or in combination) improved perception of depth (pCPR quality was poor for chest compression depth (0-13%), rate (5-46%) and chest compression fraction (60-63%). Perception of depth is more accurate in CPR providers versus team leaders (27.8% vs. 7.4%; p=0.043) when using real-time feedback. Healthcare providers' visual perception of CPR quality is poor. Perceptions of CPR depth are improved by using real-time visual feedback and with prior JIT CPR training. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  18. Impact of audit and feedback and pay-for-performance interventions on pediatric hospitalist discharge communication with primary care providers.

    Science.gov (United States)

    Tejedor-Sojo, Javier; Creek, Tracy; Leong, Traci

    2015-01-01

    The study team sought to improve hospitalist communication with primary care providers (PCPs) at discharge through interventions consisting of (a) audit and feedback and (b) inclusion of a discharge communication measure in the incentive compensation for pediatric hospitalists. The setting was a 16-physician pediatric hospitalist group within a tertiary pediatric hospital. Discharge summaries were selected randomly for documentation of communication with PCPs. At baseline, 57% of charts had documented communication with PCPs, increasing to 84% during the audit and feedback period. Following the addition of a financial incentive, documentation of communication with PCPs increased to 93% and was sustained during the combined intervention period. The number of physicians meeting the study's performance goal increased from 1 to 14 by the end of the study period. A financial incentive coupled with an audit and feedback tool was effective at modifying physician behavior, achieving focused, measurable quality improvement gains. © 2014 by the American College of Medical Quality.

  19. The mechanism of Turing pattern formation in a positive feedback system with cross diffusion

    International Nuclear Information System (INIS)

    Yang, Xiyan; Liu, Tuoqi; Zhang, Jiajun; Zhou, Tianshou

    2014-01-01

    In this paper, we analyze a reaction–diffusion (R–D) system with a double negative feedback loop and find cases where self diffusion alone cannot lead to Turing pattern formation but cross diffusion can. Specifically, we first derive a set of sufficient conditions for Turing instability by performing linear stability analysis, then plot two bifurcation diagrams that specifically identify Turing regions in the parameter phase plane, and finally numerically demonstrate representative Turing patterns according to the theoretical predictions. Our analysis combined with previous studies actually implies an interesting fact that Turing patterns can be generated not only in a class of monostable R–D systems where cross diffusion is not necessary but also in a class of bistable R–D systems where cross diffusion is necessary. In addition, our model would be a good candidate for experimentally testing Turing pattern formation from the viewpoint of synthetic biology. (paper)

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

    Science.gov (United States)

    Bokser, O Ia

    1999-01-01

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

  1. Simulating the formation and evolution of galaxies: multi-phase description of the interstellar medium, star formation, and energy feedback

    Science.gov (United States)

    Merlin, E.; Chiosi, C.

    2007-10-01

    Context: Modelling the gaseous component of the interstellar medium (ISM) by Smoothed Particles Hydrodynamics in N-Body simulations (NB-TSPH) is still very crude when compared to the complex real situation. In the real ISM, many different and almost physically decoupled components (phases) coexist for long periods of time, and since they spread over wide ranges of density and temperature, they cannot be correctly represented by a unique continuous fluid. This would influence star formation which is thought to take place in clumps of cold, dense, molecular clouds, embedded in a warmer, neutral medium, that are almost freely moving throughout the tenuous hot ISM. Therefore, assuming that star formation is simply related to the gas content without specifying the component in which this is both observed and expected to occur may not be physically sound. Aims: We consider a multi-phase representation of the ISM in NB-TSPH simulations of galaxy formation and evolution with particular attention to the case of early-type galaxies. Methods: Cold gas clouds are described by the so-called sticky particles algorithm. They can freely move throughout the hot ISM medium; stars form within these clouds and the mass exchange among the three baryonic phases (hot gas, cold clouds, stars) is governed by radiative and Compton cooling and energy feedback by supernova (SN) explosions, stellar winds, and UV radiation. We also consider thermal conduction, cloud-cloud collisions, and chemical enrichment. Results: Our model agrees with and improves upon previous studies on the same subject. The results for the star formation rate agree with recent observational data on early-type galaxies. Conclusions: These models lend further support to the revised monolithic scheme of galaxy formation, which has recently been strengthened by high redshift data leading to the so-called downsizing and top-down scenarios.

  2. Galaxy Formation with Self-Consistently Modeled Stars and Massive Black Holes. I: Feedback-Regulated Star Formation and Black Hole Growth

    Energy Technology Data Exchange (ETDEWEB)

    Kim, Ji-hoon; Wise, John H.; /KIPAC, Menlo Park /Stanford U., Phys. Dept. /Princeton U., Astrophys. Sci. Dept.; Alvarez, Marcelo A.; /Canadian Inst. Theor. Astrophys.; Abel, Tom; /KIPAC, Menlo Park /Stanford U., Phys. Dept.

    2011-11-04

    There is mounting evidence for the coevolution of galaxies and their embedded massive black holes (MBHs) in a hierarchical structure formation paradigm. To tackle the nonlinear processes of galaxy-MBH interaction, we describe a self-consistent numerical framework which incorporates both galaxies and MBHs. The high-resolution adaptive mesh refinement (AMR) code Enzo is modified to model the formation and feedback of molecular clouds at their characteristic scale of 15.2 pc and the accretion of gas onto an MBH. Two major channels of MBH feedback, radiative feedback (X-ray photons followed through full three-dimensional adaptive ray tracing) and mechanical feedback (bipolar jets resolved in high-resolution AMR), are employed. We investigate the coevolution of a 9.2 x 10{sup 11} M {circle_dot} galactic halo and its 10{sup 5} {circle_dot} M embedded MBH at redshift 3 in a cosmological CDM simulation. The MBH feedback heats the surrounding interstellar medium (ISM) up to 10{sup 6} K through photoionization and Compton heating and locally suppresses star formation in the galactic inner core. The feedback considerably changes the stellar distribution there. This new channel of feedback from a slowly growing MBH is particularly interesting because it is only locally dominant and does not require the heating of gas globally on the disk. The MBH also self-regulates its growth by keeping the surrounding ISM hot for an extended period of time.

  3. GALAXY FORMATION WITH SELF-CONSISTENTLY MODELED STARS AND MASSIVE BLACK HOLES. I. FEEDBACK-REGULATED STAR FORMATION AND BLACK HOLE GROWTH

    International Nuclear Information System (INIS)

    Kim, Ji-hoon; Abel, Tom; Wise, John H.; Alvarez, Marcelo A.

    2011-01-01

    There is mounting evidence for the coevolution of galaxies and their embedded massive black holes (MBHs) in a hierarchical structure formation paradigm. To tackle the nonlinear processes of galaxy-MBH interaction, we describe a self-consistent numerical framework which incorporates both galaxies and MBHs. The high-resolution adaptive mesh refinement (AMR) code Enzo is modified to model the formation and feedback of molecular clouds at their characteristic scale of 15.2 pc and the accretion of gas onto an MBH. Two major channels of MBH feedback, radiative feedback (X-ray photons followed through full three-dimensional adaptive ray tracing) and mechanical feedback (bipolar jets resolved in high-resolution AMR), are employed. We investigate the coevolution of a 9.2 x 10 11 M sun galactic halo and its 10 5 M sun embedded MBH at redshift 3 in a cosmological ΛCDM simulation. The MBH feedback heats the surrounding interstellar medium (ISM) up to 10 6 K through photoionization and Compton heating and locally suppresses star formation in the galactic inner core. The feedback considerably changes the stellar distribution there. This new channel of feedback from a slowly growing MBH is particularly interesting because it is only locally dominant and does not require the heating of gas globally on the disk. The MBH also self-regulates its growth by keeping the surrounding ISM hot for an extended period of time.

  4. Can providing feedback on driving behavior and training on parental vigilant care affect male teen drivers and their parents?

    Science.gov (United States)

    Farah, Haneen; Musicant, Oren; Shimshoni, Yaara; Toledo, Tomer; Grimberg, Einat; Omer, Haim; Lotan, Tsippy

    2014-08-01

    This study focuses on investigating the driving behavior of young novice male drivers during the first year of driving (three months of accompanied driving and the following nine months of solo driving). The study's objective is to examine the potential of various feedback forms on driving to affect young drivers' behavior and to mitigate the transition from accompanied to solo driving. The study examines also the utility of providing parents with guidance on how to exercise vigilant care regarding their teens' driving. Driving behavior was evaluated using data collected by In-Vehicle Data Recorders (IVDR), which document events of extreme g-forces measured in the vehicles. IVDR systems were installed in 242 cars of the families of young male drivers, however, only 217 families of young drivers aged 17-22 (M=17.5; SD=0.8) completed the one year period. The families were randomly allocated into 4 groups: (1) Family feedback: In which all the members of the family were exposed to feedback on their own driving and on that of the other family members; (2) Parental training: in which in addition to the family feedback, parents received personal guidance on ways to enhance vigilant care regarding their sons' driving; (3) Individual feedback: In which family members received feedback only on their own driving behavior (and were not exposed to the data on other family members); (4) CONTROL: Group that received no feedback at all. The feedback was provided to the different groups starting from the solo period, thus, the feedback was not provided during the supervised period. The data collected by the IVDRs was first analyzed using analysis of variance in order to compare the groups with respect to their monthly event rates. Events' rates are defined as the number of events in a trip divided by its duration. This was followed by the development and estimation of random effect negative binomial models that explain the monthly event rates of young drivers and their parents

  5. AGN feedback in action? - outflows and star formation in type 2 AGNs

    Science.gov (United States)

    Woo, Jong-Hak

    2017-01-01

    We present the statistical constraints on the ionized gas outflows and their connection to star formation, using a large sample of ~110,000 AGNs and star-forming galaxies at z dispersion of star forming galaxies can be entirely accounted by the gravitational potential of host galaxies, AGNs clearly show non-gravitational kinematics, which is comparable to or stronger than the virial motion caused by the gravitational potential. Second, the distribution in the [OIII] velocity - velocity dispersion diagram dramatically expands toward large values with increasing AGN luminosity, implying that the outflows are AGN-driven. Third, the fraction of AGNs with a signature of outflow kinematics, steeply increases with AGN luminosity and Eddington ratio. In particular, the majority of luminous AGNs presents strong non-gravitational kinematics in the [OIII] profile. Interestingly, we find that the specific star formation of non-outflow AGNs is much lower than that of strong outflow AGNs, while the star formation rate of strong outflow AGNs is comparable to that of star forming galaxies. We interpret this trend as a delayed AGN feedback as it takes dynamical time for the outflows to suppress star formation in galactic scales.

  6. User-centered development and testing of a monitoring system that provides feedback regarding physical functioning to elderly people

    Science.gov (United States)

    Vermeulen, Joan; Neyens, Jacques CL; Spreeuwenberg, Marieke D; van Rossum, Erik; Sipers, Walther; Habets, Herbert; Hewson, David J; de Witte, Luc P

    2013-01-01

    Purpose To involve elderly people during the development of a mobile interface of a monitoring system that provides feedback to them regarding changes in physical functioning and to test the system in a pilot study. Methods and participants The iterative user-centered development process consisted of the following phases: (1) selection of user representatives; (2) analysis of users and their context; (3) identification of user requirements; (4) development of the interface; and (5) evaluation of the interface in the lab. Subsequently, the monitoring and feedback system was tested in a pilot study by five patients who were recruited via a geriatric outpatient clinic. Participants used a bathroom scale to monitor weight and balance, and a mobile phone to monitor physical activity on a daily basis for six weeks. Personalized feedback was provided via the interface of the mobile phone. Usability was evaluated on a scale from 1 to 7 using a modified version of the Post-Study System Usability Questionnaire (PSSUQ); higher scores indicated better usability. Interviews were conducted to gain insight into the experiences of the participants with the system. Results The developed interface uses colors, emoticons, and written and/or spoken text messages to provide daily feedback regarding (changes in) weight, balance, and physical activity. The participants rated the usability of the monitoring and feedback system with a mean score of 5.2 (standard deviation 0.90) on the modified PSSUQ. The interviews revealed that most participants liked using the system and appreciated that it signaled changes in their physical functioning. However, usability was negatively influenced by a few technical errors. Conclusion Involvement of elderly users during the development process resulted in an interface with good usability. However, the technical functioning of the monitoring system needs to be optimized before it can be used to support elderly people in their self-management. PMID

  7. Provider Specific Data for Public Use in SAS Format

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Fiscal Intermediary maintains the Provider Specific File (PSF). The file contains information about the facts specific to the provider that affects computations...

  8. STAR FORMATION SUPPRESSION DUE TO JET FEEDBACK IN RADIO GALAXIES WITH SHOCKED WARM MOLECULAR GAS

    International Nuclear Information System (INIS)

    Lanz, Lauranne; Ogle, Patrick M.; Appleton, Philip N.; Alatalo, Katherine

    2016-01-01

    We present Herschel observations of 22 radio galaxies, selected for the presence of shocked, warm molecular hydrogen emission. We measured and modeled spectral energy distributions in 33 bands from the ultraviolet to the far-infrared to investigate the impact of jet feedback on star formation activity. These galaxies are massive, early-type galaxies with normal gas-to-dust ratios, covering a range of optical and infrared colors. We find that the star formation rate (SFR) is suppressed by a factor of ∼3–6, depending on how molecular gas mass is estimated. We suggest that this suppression is due to the shocks driven by the radio jets injecting turbulence into the interstellar medium (ISM), which also powers the luminous warm H 2 line emission. Approximately 25% of the sample shows suppression by more than a factor of 10. However, the degree of SFR suppression does not correlate with indicators of jet feedback including jet power, diffuse X-ray emission, or intensity of warm molecular H 2 emission, suggesting that while injected turbulence likely impacts star formation, the process is not purely parameterized by the amount of mechanical energy dissipated into the ISM. Radio galaxies with shocked warm molecular gas cover a wide range in SFR–stellar mass space, indicating that these galaxies are in a variety of evolutionary states, from actively star-forming and gas-rich to quiescent and gas-poor. SFR suppression appears to have the largest impact on the evolution of galaxies that are moderately gas-rich.

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

    Science.gov (United States)

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

    2017-10-01

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

  10. STAR FORMATION AND FEEDBACK IN SMOOTHED PARTICLE HYDRODYNAMIC SIMULATIONS. II. RESOLUTION EFFECTS

    International Nuclear Information System (INIS)

    Christensen, Charlotte R.; Quinn, Thomas; Bellovary, Jillian; Stinson, Gregory; Wadsley, James

    2010-01-01

    We examine the effect of mass and force resolution on a specific star formation (SF) recipe using a set of N-body/smooth particle hydrodynamic simulations of isolated galaxies. Our simulations span halo masses from 10 9 to 10 13 M sun , more than 4 orders of magnitude in mass resolution, and 2 orders of magnitude in the gravitational softening length, ε, representing the force resolution. We examine the total global SF rate, the SF history, and the quantity of stellar feedback and compare the disk structure of the galaxies. Based on our analysis, we recommend using at least 10 4 particles each for the dark matter (DM) and gas component and a force resolution of ε ∼ 10 -3 R vir when studying global SF and feedback. When the spatial distribution of stars is important, the number of gas and DM particles must be increased to at least 10 5 of each. Low-mass resolution simulations with fixed softening lengths show particularly weak stellar disks due to two-body heating. While decreasing spatial resolution in low-mass resolution simulations limits two-body effects, density and potential gradients cannot be sustained. Regardless of the softening, low-mass resolution simulations contain fewer high density regions where SF may occur. Galaxies of approximately 10 10 M sun display unique sensitivity to both mass and force resolution. This mass of galaxy has a shallow potential and is on the verge of forming a disk. The combination of these factors gives this galaxy the potential for strong gas outflows driven by supernova feedback and makes it particularly sensitive to any changes to the simulation parameters.

  11. GAS OUTFLOWS IN SEYFERT GALAXIES: EFFECTS OF STAR FORMATION VERSUS AGN FEEDBACK

    Energy Technology Data Exchange (ETDEWEB)

    Melioli, C.; Pino, E. M. de Gouveia Dal, E-mail: claudio.melioli@iag.usp.br, E-mail: dalpino@iag.usp.br [Department of Astronomy (IAG-USP), University of Sao Paulo (Brazil)

    2015-10-20

    Large-scale, weakly collimated outflows are very common in galaxies with large infrared luminosities. In complex systems in particular, where intense star formation (SF) coexists with an active galactic nucleus (AGN), it is not clear yet from observations whether the SF, the AGN, or both are driving these outflows. Accreting supermassive black holes are expected to influence their host galaxies through kinetic and radiative feedback processes, but in a Seyfert galaxy, where the energy emitted in the nuclear region is comparable to that of the body of the galaxy, it is possible that stellar activity is also playing a key role in these processes. In order to achieve a better understanding of the mechanisms driving the gas evolution especially at the nuclear regions of these galaxies, we have performed high-resolution three-dimensional hydrodynamical simulations with radiative cooling considering the feedback from both SF regions, including supernova (Type I and II) explosions and an AGN jet emerging from the central region of the active spiral galaxy. We computed the gas mass lost by the system, separating the role of each of these injection energy sources on the galaxy evolution, and found that at scales within 1 kpc an outflow can be generally established considering intense nuclear SF only. The jet alone is unable to drive a massive gas outflow, although it can sporadically drag and accelerate clumps of the underlying outflow to very high velocities.

  12. Metal-poor star formation triggered by the feedback effects from Pop III stars

    Science.gov (United States)

    Chiaki, Gen; Susa, Hajime; Hirano, Shingo

    2018-04-01

    Metal enrichment by first-generation (Pop III) stars is the very first step of the matter cycle in structure formation and it is followed by the formation of extremely metal-poor (EMP) stars. To investigate the enrichment process by Pop III stars, we carry out a series of numerical simulations including the feedback effects of photoionization and supernovae (SNe) of Pop III stars with a range of masses of minihaloes (MHs), Mhalo, and Pop III stars, MPopIII. We find that the metal-rich ejecta reach neighbouring haloes and external enrichment (EE) occurs when the H II region expands before the SN explosion. The neighbouring haloes are only superficially enriched, and the metallicity of the clouds is [Fe/H] < -5. Otherwise, the SN ejecta fall back and recollapse to form an enriched cloud, i.e. an internal-enrichment (IE) process takes place. In the case where a Pop III star explodes as a core-collapse SN (CCSN), the MH undergoes IE, and the metallicity in the recollapsing region is -5 ≲ [Fe/H] ≲ -3 in most cases. We conclude that IE from a single CCSN can explain the formation of EMP stars. For pair-instability SNe (PISNe), EE takes place for all relevant mass ranges of MHs, consistent with the lack of observational signs of PISNe among EMP stars.

  13. STAR FORMATION FEEDBACK AND METAL-ENRICHMENT HISTORY OF THE INTERGALACTIC MEDIUM

    International Nuclear Information System (INIS)

    Cen Renyue; Chisari, Nora Elisa

    2011-01-01

    Using the state-of-the-art cosmological hydrodynamic simulations of the standard cold dark matter model with star formation feedback strength normalized to match the observed star formation history of the universe at z= 0-6, we compute the metal-enrichment history of the intergalactic medium (IGM). Overall we show that galactic superwind (GSW) feedback from star formation can transport metals to the IGM and that the properties of simulated metal absorbers match current observations. The distance of influence of GSW from galaxies is typically limited to about ≤0.5 Mpc and within regions of overdensity δ ≥ 10. Most C IV and O VI absorbers are located within shocked regions of elevated temperature (T ≥ 2 x 10 4 K), overdensity (δ ≥ 10), and metallicity ([Z/Z sun ] = [ - 2.5, - 0.5]), enclosed by double shocks propagating outward. O VI absorbers have typically higher metallicity, lower density, and higher temperature than C IV absorbers. For O VI absorbers, collisional ionization dominates over the entire redshift range z= 0-6, whereas for C IV absorbers the transition occurs at moderate redshift z ∼ 3 from collisionally dominated to photoionization dominated. We find that the observed column density distributions for C IV and O VI in the range log N cm 2 =12-15 are reasonably reproduced by the simulations. The evolution of mass densities contained in C IV and O VI lines, Ω CIV and Ω OVI , is also in good agreement with observations, which shows a near constancy at low redshifts and an exponential drop beyond redshift z= 3-4. For both C IV and O VI, most absorbers are transient and the amount of metals probed by C IV and O VI lines of column log N cm 2 =12-15 is only ∼2% of total metal density at any epoch. While gravitational shocks from large-scale structure formation dominate the energy budget (80%-90%) for turning about 50% of the IGM to the warm-hot intergalactic medium (WHIM) by z = 0, GSW feedback shocks are energetically dominant over

  14. Self-organized 3D equilibrium formation and its feedback control in RFX-mod

    International Nuclear Information System (INIS)

    Piovesan, P.; Bonfiglio, D.; Marrelli, L.; Soppelsa, A.; Spolaore, M.; Terranova, D.

    2014-01-01

    The reversed-field pinch exhibits a strong tendency to self-organize into a helical equilibrium as the plasma current is increased. The helical reversed-field pinch is characterized by reduced magnetic stochasticity and by the formation of electron internal transport barriers. The paper gives an update on recent experimental and modelling work on helical states in RFX-mod (Sonato et al 2003 Fusion Eng. Des. 66 161), also discussing similarities with 3D equilibria in tokamaks. The helical equilibrium is modelled with 3D codes developed for stellarators, such as VMEC/V3FIT. The reconstructed safety factor profile has low or reversed magnetic shear in the core, which may be related to transport barrier formation. A significant extension of the RFX-mod database to high current and density confirms the dependence observed before of various helical state properties on macroscopic quantities. Even under conditions where it does not form spontaneously, such as at low current or high density, the 3D magnetic equilibrium can be stimulated and robustly controlled with external fields applied by an extensive set of non axi-symmetric coils. An advanced magnetic feedback algorithm that compensates for error fields induced by eddy currents in the 3D wall structures has been developed. This work stimulated similar experiments in RFX-mod run as a tokamak, where external 3D fields are applied to control a m = 1/n = 1 helical equilibrium. (paper)

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

    Science.gov (United States)

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

    2013-09-01

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

  16. User-centered development and testing of a monitoring system that provides feedback regarding physical functioning to elderly people

    Directory of Open Access Journals (Sweden)

    Vermeulen J

    2013-08-01

    Full Text Available Joan Vermeulen,1 Jacques CL Neyens,1 Marieke D Spreeuwenberg,1 Erik van Rossum,1,2 Walther Sipers,3 Herbert Habets,3 David J Hewson,4 Luc P de Witte1,2 1School for Public Health and Primary Care (CAPHRI, Maastricht University, Maastricht, The Netherlands; 2Research Center for Technology in Care, Zuyd University of Applied Sciences, Heerlen, The Netherlands; 3Expertise Center for Elderly Care, Orbis Medical Center, Sittard, The Netherlands; 4Institute Charles Delaunay, Université de Technologie de Troyes, Troyes, France Purpose: To involve elderly people during the development of a mobile interface of a monitoring system that provides feedback to them regarding changes in physical functioning and to test the system in a pilot study. Methods and participants: The iterative user-centered development process consisted of the following phases: (1 selection of user representatives; (2 analysis of users and their context; (3 identification of user requirements; (4 development of the interface; and (5 evaluation of the interface in the lab. Subsequently, the monitoring and feedback system was tested in a pilot study by five patients who were recruited via a geriatric outpatient clinic. Participants used a bathroom scale to monitor weight and balance, and a mobile phone to monitor physical activity on a daily basis for six weeks. Personalized feedback was provided via the interface of the mobile phone. Usability was evaluated on a scale from 1 to 7 using a modified version of the Post-Study System Usability Questionnaire (PSSUQ; higher scores indicated better usability. Interviews were conducted to gain insight into the experiences of the participants with the system. Results: The developed interface uses colors, emoticons, and written and/or spoken text messages to provide daily feedback regarding (changes in weight, balance, and physical activity. The participants rated the usability of the monitoring and feedback system with a mean score of 5

  17. SIMULATING THE FORMATION OF MASSIVE PROTOSTARS. I. RADIATIVE FEEDBACK AND ACCRETION DISKS

    Energy Technology Data Exchange (ETDEWEB)

    Klassen, Mikhail; Pudritz, Ralph E. [Department of Physics and Astronomy, McMaster University, 1280 Main Street W, Hamilton, ON L8S 4M1 (Canada); Kuiper, Rolf [Institute of Astronomy and Astrophysics, University of Tübingen, Auf der Morgenstelle 10, D-72076 Tübingen (Germany); Peters, Thomas [Max-Planck-Institut für Astrophysik, Karl-Schwarzschild-Strasse 1, D-85748 Garching (Germany); Banerjee, Robi, E-mail: klassm@mcmaster.ca [Hamburger Sternwarte, Universität Hamburg, Gojenbergsweg 112, D-21029 Hamburg (Germany)

    2016-05-20

    We present radiation hydrodynamic simulations of collapsing protostellar cores with initial masses of 30, 100, and 200 M {sub ⊙}. We follow their gravitational collapse and the formation of a massive protostar and protostellar accretion disk. We employ a new hybrid radiative feedback method blending raytracing techniques with flux-limited diffusion for a more accurate treatment of the temperature and radiative force. In each case, the disk that forms becomes Toomre-unstable and develops spiral arms. This occurs between 0.35 and 0.55 freefall times and is accompanied by an increase in the accretion rate by a factor of 2–10. Although the disk becomes unstable, no other stars are formed. In the case of our 100 and 200 M {sub ⊙} simulations, the star becomes highly super-Eddington and begins to drive bipolar outflow cavities that expand outwards. These radiatively driven bubbles appear stable, and appear to be channeling gas back onto the protostellar accretion disk. Accretion proceeds strongly through the disk. After 81.4 kyr of evolution, our 30 M {sub ⊙} simulation shows a star with a mass of 5.48 M {sub ⊙} and a disk of mass 3.3 M {sub ⊙}, while our 100 M {sub ⊙} simulation forms a 28.8 M {sub ⊙} mass star with a 15.8 M {sub ⊙} disk over the course of 41.6 kyr, and our 200 M {sub ⊙} simulation forms a 43.7 M {sub ⊙} star with an 18 M {sub ⊙} disk in 21.9 kyr. In the absence of magnetic fields or other forms of feedback, the masses of the stars in our simulation do not appear to be limited by their own luminosities.

  18. Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons from a Faculty of Law Learning and Teaching Project

    Science.gov (United States)

    Richards, Kelly; Bell, Tamara; Dwyer, Angela

    2017-01-01

    The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate…

  19. The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning within a Personal Learning Environment

    Science.gov (United States)

    Ehiyazaryan-White, Ester

    2012-01-01

    This paper reports on the findings of a study into the use of ePortfolios as personal learning environments (PLE) by a group of students pursuing Master's degrees in Education. The qualitative study explores the potential of the ePortfolio to support learners in engaging in formative peer and tutor feedback as well as in developing a learning…

  20. Receiving recommendations and providing feedback : the user-experience of a recommender system

    NARCIS (Netherlands)

    Knijnenburg, B.P.; Willemsen, M.C.; Hirtbach, S.; Buccafurri, F.; Semeraro, G.

    2010-01-01

    This paper systematically evaluates the user experience of a recommender system. Using both behavioral data and subjective measures of user experience, we demonstrate that choice satisfaction and system effectiveness increase when a system provides personalized recommendations (compared to the same

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

    Science.gov (United States)

    Peters, Olaf; Körndle, Hermann; Narciss, Susanne

    2018-01-01

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

  2. Providing physicians with feedback on medication adherence for people with chronic diseases taking long-term medication.

    Science.gov (United States)

    Zaugg, Vincent; Korb-Savoldelli, Virginie; Durieux, Pierre; Sabatier, Brigitte

    2018-01-10

    Poor medication adherence decreases treatment efficacy and worsens clinical outcomes, but average rates of adherence to long-term pharmacological treatments for chronic illnesses are only about 50%. Interventions for improving medication adherence largely focus on patients rather than on physicians; however, the strategies shown to be effective are complex and difficult to implement in clinical practice. There is a need for new care models addressing the problem of medication adherence, integrating this problem into the patient care process. Physicians tend to overestimate how well patients take their medication as prescribed. This can lead to missed opportunities to change medications, solve adverse effects, or propose the use of reminders in order to improve patients' adherence. Thus, providing physicians with feedback on medication adherence has the potential to prompt changes that improve their patients' adherence to prescribed medications. To assess the effects of providing physicians with feedback about their patients' medication adherence for improving adherence. We also assessed the effects of the intervention on patient outcomes, health resource use, and processes of care. We conducted a systematic search of the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, and Embase, all from database inception to December 2016 and without any language restriction. We also searched ISI Web of Science, two trials registers, and grey literature. We included randomised trials, controlled before-after studies, and interrupted time series studies that compared the effects of providing feedback to physicians about their patients' adherence to prescribed long-term medications for chronic diseases versus usual care. We included published or unpublished studies in any language. Participants included any physician and any patient prescribed with long-term medication for chronic disease. We included interventions providing the prescribing physician with

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

    Science.gov (United States)

    Youm, Julie; Wiechmann, Warren

    2018-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  5. Validity of the Microsoft Kinect for providing lateral trunk lean feedback during gait retraining.

    Science.gov (United States)

    Clark, Ross A; Pua, Yong-Hao; Bryant, Adam L; Hunt, Michael A

    2013-09-01

    Gait retraining programs are prescribed to assist in the rehabilitation process of many clinical conditions. Using lateral trunk lean modification as the model, the aim of this study was to assess the concurrent validity of kinematic data recorded using a marker-based 3D motion analysis (3DMA) system and a low-cost alternative, the Microsoft Kinect™ (Kinect), during a gait retraining session. Twenty healthy adults were trained to modify their gait to obtain a lateral trunk lean angle of 10°. Real-time biofeedback of the lateral trunk lean angle was provided on a computer screen in front of the subject using data extracted from the Kinect skeletal tracking algorithm. Marker coordinate data were concurrently recorded using the 3DMA system, and the similarity and equivalency of the trunk lean angle data from each system were compared. The lateral trunk lean angle data obtained from the Kinect system without any form of calibration resulted in errors of a high (>2°) magnitude (mean error=3.2±2.2°). Performing global and individualized calibration significantly (Psystem for gait retraining. Given that this system is low-cost, portable and does not require any sensors to be attached to the body, it could provide numerous advantages when compared to laboratory-based gait retraining systems. Copyright © 2013 Elsevier B.V. All rights reserved.

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

    Science.gov (United States)

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

    2013-02-13

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

  7. Factors influencing students' receptivity to formative feedback emerging from different assessment cultures

    NARCIS (Netherlands)

    Harrison, C.J.; Konings, K.D.; Dannefer, E.F.; Schuwirth, L.W.; Wass, V.; Vleuten, C.P.M. van der

    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

  8. Metal enriched gaseous halos around distant radio galaxies: Clues to feedback in galaxy formation

    Energy Technology Data Exchange (ETDEWEB)

    Reuland, M; van Breugel, W; de Vries, W; Dopita, A; Dey, A; Miley, G; Rottgering, H; Venemans, B; Stanford, S A; Lacy, M; Spinrad, H; Dawson, S; Stern, D; Bunker, A

    2006-08-01

    We present the results of an optical and near-IR spectroscopic study of giant nebular emission line halos associated with three z > 3 radio galaxies, 4C 41.17, 4C 60.07 and B2 0902+34. Previous deep narrow band Ly{alpha} imaging had revealed complex morphologies with sizes up to 100 kpc, possibly connected to outflows and AGN feedback from the central regions. The outer regions of these halos show quiet kinematics with typical velocity dispersions of a few hundred km s{sup -1}, and velocity shears that can mostly be interpreted as being due to rotation. The inner regions show shocked cocoons of gas closely associated with the radio lobes. These display disturbed kinematics and have expansion velocities and/or velocity dispersions >1000 km s{sup -1}. The core region is chemically evolved, and we also find spectroscopic evidence for the ejection of enriched material in 4C 41.17 up to a distance of {approx} 60 kpc along the radio-axis. The dynamical structures traced in the Ly{alpha} line are, in most cases, closely echoed in the Carbon and Oxygen lines. This shows that the Ly{alpha} line is produced in a highly clumped medium of small filling factor, and can therefore be used as a tracer of the dynamics of HzRGs. We conclude that these HzRGs are undergoing a final jet-induced phase of star formation with ejection of most of their interstellar medium before becoming 'red and dead' Elliptical galaxies.

  9. Real-time nonlinear feedback control of pattern formation in (bio)chemical reaction-diffusion processes: a model study.

    Science.gov (United States)

    Brandt-Pollmann, U; Lebiedz, D; Diehl, M; Sager, S; Schlöder, J

    2005-09-01

    Theoretical and experimental studies related to manipulation of pattern formation in self-organizing reaction-diffusion processes by appropriate control stimuli become increasingly important both in chemical engineering and cellular biochemistry. In a model study, we demonstrate here exemplarily the application of an efficient nonlinear model predictive control (NMPC) algorithm to real-time optimal feedback control of pattern formation in a bacterial chemotaxis system modeled by nonlinear partial differential equations. The corresponding drift-diffusion model type is representative for many (bio)chemical systems involving nonlinear reaction dynamics and nonlinear diffusion. We show how the computed optimal feedback control strategy exploits the system inherent physical property of wave propagation to achieve desired control aims. We discuss various applications of our approach to optimal control of spatiotemporal dynamics.

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

    Science.gov (United States)

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

    2016-01-01

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

  11. Effectiveness of a Training Program in Supervisors' Ability to Provide Feedback on Residents' Communication Skills

    Science.gov (United States)

    Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Baroffio, Anne; Dolmans, Diana; van der Vleuten, Cees

    2013-01-01

    Teaching communication skills (CS) to residents during clinical practice remains problematic. Direct observation followed by feedback is a powerful way to teach CS in clinical practice. However, little is known about the effect of training on feedback skills in this field. Controlled studies are scarce as well as studies that go beyond…

  12. KILOPARSEC-SCALE SIMULATIONS OF STAR FORMATION IN DISK GALAXIES. I. THE UNMAGNETIZED AND ZERO-FEEDBACK LIMIT

    International Nuclear Information System (INIS)

    Van Loo, Sven; Butler, Michael J.; Tan, Jonathan C.

    2013-01-01

    We present hydrodynamic simulations of the evolution of self-gravitating dense gas on scales of 1 kpc down to ∼< parsec in a galactic disk, designed to study dense clump formation from giant molecular clouds (GMCs). These structures are expected to be the precursors to star clusters and this process may be the rate limiting step controlling star formation rates in galactic systems as described by the Kennicutt-Schmidt relation. We follow the thermal evolution of the gas down to ∼5 K using extinction-dependent heating and cooling functions. We do not yet include magnetic fields or localized stellar feedback, so the evolution of the GMCs and clumps is determined solely by self-gravity balanced by thermal and turbulent pressure support and the large-scale galactic shear. While cloud structures and densities change significantly during the simulation, GMC virial parameters remain mostly above unity for timescales exceeding the free-fall time of GMCs indicating that energy from galactic shear and large-scale cloud motions continuously cascades down to and within the GMCs. We implement star formation at a slow, inefficient rate of 2% per local free-fall time, but even this yields global star formation rates that are about two orders of magnitude larger than the observed Kennicutt-Schmidt relation due to overproduction of dense gas clumps. We expect a combination of magnetic support and localized stellar feedback is required to inhibit dense clump formation to ∼1% of the rate that results from the nonmagnetic, zero-feedback limit.

  13. Simulator with integrated HW and SW for prediction of thermal comfort to provide feedback to the climate control system

    Science.gov (United States)

    Pokorný, Jan; Kopečková, Barbora; Fišer, Jan; JÍcha, Miroslav

    2018-06-01

    The aim of the paper is to assemble a simulator for evaluation of thermal comfort in car cabins in order to give a feedback to the HVAC (heating, ventilation and air conditioning) system. The HW (hardware) part of simulator is formed by thermal manikin Newton and RH (relative humidity), velocity and temperature probes. The SW (software) part consists of the Thermal Comfort Analyser (using ISO 14505-2) and Virtual Testing Stand of Car Cabin defining the heat loads of car cabin. Simulator can provide recommendation for the climate control how to improve thermal comfort in cabin by distribution and directing of air flow, and also by amount of ventilation power to keep optimal temperature inside a cabin. The methods of evaluation of thermal comfort were verified by tests with 10 test subjects for summer (summer clothing, ambient air temperature 30 °C, HVAC setup: +24 °C auto) and winter conditions (winter clothing, ambient air temperature -5 °C, HVAC setup: +18 °C auto). The tests confirmed the validity of the thermal comfort evaluation using the thermal manikin and ISO 14505-2.

  14. Simulator with integrated HW and SW for prediction of thermal comfort to provide feedback to the climate control system

    Directory of Open Access Journals (Sweden)

    Pokorný Jan

    2018-01-01

    Full Text Available The aim of the paper is to assemble a simulator for evaluation of thermal comfort in car cabins in order to give a feedback to the HVAC (heating, ventilation and air conditioning system. The HW (hardware part of simulator is formed by thermal manikin Newton and RH (relative humidity, velocity and temperature probes. The SW (software part consists of the Thermal Comfort Analyser (using ISO 14505-2 and Virtual Testing Stand of Car Cabin defining the heat loads of car cabin. Simulator can provide recommendation for the climate control how to improve thermal comfort in cabin by distribution and directing of air flow, and also by amount of ventilation power to keep optimal temperature inside a cabin. The methods of evaluation of thermal comfort were verified by tests with 10 test subjects for summer (summer clothing, ambient air temperature 30 °C, HVAC setup: +24 °C auto and winter conditions (winter clothing, ambient air temperature -5 °C, HVAC setup: +18 °C auto. The tests confirmed the validity of the thermal comfort evaluation using the thermal manikin and ISO 14505-2.

  15. How you provide corrective feedback makes a difference: the motivating role of communicating in an autonomy-supporting way.

    Science.gov (United States)

    Mouratidis, Athanasios; Lens, Willy; Vansteenkiste, Maarten

    2010-10-01

    We relied on self-determination theory (SDT; Deci & Ryan, 2000) to investigate to what extent autonomy-supporting corrective feedback (i.e., feedback that coaches communicate to their athletes after poor performance or mistakes) is associated with athletes' optimal motivation and well-being. To test this hypothesis, we conducted a cross-sectional study with 337 (67.1% males) Greek adolescent athletes (age M = 15.59, SD = 2.37) from various sports. Aligned with SDT, we found through path analysis that an autonomy-supporting versus controlling communication style was positively related to future intentions to persist and well-being and negatively related to ill-being. These relations were partially mediated by the perceived legitimacy of the corrective feedback (i.e., the degree of acceptance of corrective feedback), and, in turn, by intrinsic motivation, identified regulation, and external regulation for doing sports. Results indicate that autonomy-supporting feedback can be still motivating even in cases in which such feedback conveys messages of still too low competence.

  16. SPITZER MAPPING OF MOLECULAR HYDROGEN PURE ROTATIONAL LINES IN NGC 1333: A DETAILED STUDY OF FEEDBACK IN STAR FORMATION

    International Nuclear Information System (INIS)

    Maret, Sebastien; Bergin, Edwin A.; Neufeld, David A.; Sonnentrucker, Paule; Yuan Yuan; Green, Joel D.; Watson, Dan M.; Harwit, Martin O.; Kristensen, Lars E.; Melnick, Gary J.; Tolls, Volker; Werner, Michael W.; Willacy, Karen

    2009-01-01

    We present mid-infrared spectral maps of the NGC 1333 star-forming region, obtained with the infrared spectrometer on board the Spitzer Space Telescope. Eight pure H 2 rotational lines, from S(0) to S(7), are detected and mapped. The H 2 emission appears to be associated with the warm gas shocked by the multiple outflows present in the region. A comparison between the observed intensities and the predictions of detailed shock models indicates that the emission arises in both slow (12-24 km s -1 ) and fast (36-53 km s -1 ) C-type shocks with an initial ortho-to-para ratio (opr) ∼ 2 opr exhibits a large degree of spatial variations. In the postshocked gas, it is usually about 2, i.e., close to the equilibrium value (∼3). However, around at least two outflows, we observe a region with a much lower (∼0.5) opr. This region probably corresponds to gas which has been heated up recently by the passage of a shock front, but whose ortho-to-para has not reached equilibrium yet. This, together with the low initial opr needed to reproduce the observed emission, provide strong evidence that H 2 is mostly in para form in cold molecular clouds. The H 2 lines are found to contribute to 25%-50% of the total outflow luminosity, and thus can be used to ascertain the importance of star formation feedback on the natal cloud. From these lines, we determine the outflow mass loss rate and, indirectly, the stellar infall rate, the outflow momentum and the kinetic energy injected into the cloud over the embedded phase. The latter is found to exceed the binding energy of individual cores, suggesting that outflows could be the main mechanism for core disruption.

  17. Using Automated Processes to Generate Test Items And Their Associated Solutions and Rationales to Support Formative Feedback

    Directory of Open Access Journals (Sweden)

    Mark Gierl

    2015-08-01

    Full Text Available Automatic item generation is the process of using item models to produce assessment tasks using computer technology. An item model is similar to a template that highlights the elements in the task that must be manipulated to produce new items. The purpose of our study is to describe an innovative method for generating large numbers of diverse and heterogeneous items along with their solutions and associated rationales to support formative feedback. We demonstrate the method by generating items in two diverse content areas, mathematics and nonverbal reasoning

  18. Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies.

    Science.gov (United States)

    Waterbrook, Anna L; Spear Ellinwood, Karen C; Pritchard, T Gail; Bertels, Karen; Johnson, Ariel C; Min, Alice; Stoneking, Lisa R

    2018-01-01

    Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management) are challenging for a supervising emergency medicine (EM) physician to evaluate in real-time on shift while also managing a busy emergency department (ED). This study examines residents' perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills. Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME) sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones. Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2). Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received milestone scores and narrative feedback on the non-medical knowledge-based ACGME sub-competencies and indicated the shadow experience and subsequent feedback were valuable. Medical education specialists who observe residents over the course of an entire shift and evaluate non-medical knowledge-based skills are perceived by EM residents to provide meaningful feedback and add valuable information for the biannual review process.

  19. Effects of providing personalized feedback of child's obesity risk on mothers' food choices using a virtual reality buffet.

    Science.gov (United States)

    McBride, C M; Persky, S; Wagner, L K; Faith, M S; Ward, D S

    2013-10-01

    Providing personalized genetic-risk feedback of a child's susceptibility to adult-onset health conditions is a topic of considerable debate. Family health history (FHH), specifically parental overweight/obesity status, is a useful assessment for evaluating a child's genetic and environmental risk of becoming obese. It is unclear whether such risk information may influence parents' efforts to reduce their child's risk of obesity. To evaluate whether telling mothers the magnitude of their child's risk of becoming obese based on personal FHH influenced food choices for their young child from a virtual reality-based buffet restaurant. Overweight/obese mothers of a child aged 4-5 years who met eligibility criteria (N=221) were randomly assigned to one of three experimental arms, which emphasized different health information: arm 1, food safety control (Control); arm 2, behavioral-risk information (BRI) alone or arm 3, behavioral-risk information plus personal FHH-based risk assessment (BRI+FHH). Mothers donned a head-mounted display to be immersed in a virtual restaurant buffet, where they selected virtual food and beverages as a lunch for their child. Mothers who were randomized to BRI+FHH filled the index child's plate with an average of 45 fewer calories than those in the Control arm (Prisk message (that is, only one overweight parent). The influence of communicating a child's inherited risk of obesity on mothers' feeding practices may vary by the risk level conveyed. High-risk messages may best be coupled with strategies to increase mother's perceptions that efforts can be undertaken to reduce risk and build requisite behavioral skills to reduce risk.

  20. Passive mode locking and formation of dissipative solitons in electron oscillators with a bleaching absorber in the feedback loop

    Energy Technology Data Exchange (ETDEWEB)

    Ginzburg, N. S., E-mail: ginzburg@appl.sci-nnov.ru; Kocharovskaya, E. R.; Vilkov, M. N.; Sergeev, A. S. [Russian Academy of Sciences, Institute of Applied Physics (Russian Federation)

    2017-01-15

    The mechanisms of passive mode locking and formation of ultrashort pulses in microwave electron oscillators with a bleaching absorber in the feedback loop have been analyzed. It is shown that in the group synchronism regime in which the translational velocity of particles coincides with the group velocity of the electromagnetic wave, the pulse formation can be described by the equations known in the theory of dissipative solitons. At the same time, the regimes in which the translational velocity of electrons differs from the group velocity and the soliton being formed and moving along the electron beam consecutively (cumulatively) receives energy from various electron fractions are optimal for generating pulses with the maximal peak amplitudes.

  1. DEEP CHANDRA, HST-COS, AND MEGACAM OBSERVATIONS OF THE PHOENIX CLUSTER: EXTREME STAR FORMATION AND AGN FEEDBACK ON HUNDRED KILOPARSEC SCALES

    International Nuclear Information System (INIS)

    McDonald, Michael; Bautz, Marshall W.; Miller, Eric D.; ZuHone, John A.; McNamara, Brian R.; Weeren, Reinout J. van; Bayliss, Matthew; Jones-Forman, Christine; Applegate, Douglas E.; Benson, Bradford A.; Carlstrom, John E.; Mantz, Adam B.; Bleem, Lindsey E.; Chatzikos, Marios; Edge, Alastair C.; Fabian, Andrew C.; Garmire, Gordon P.; Hlavacek-Larrondo, Julie; Stalder, Brian; Veilleux, Sylvain

    2015-01-01

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

  2. Adaptation effects in static postural control by providing simultaneous visual feedback of center of pressure and center of gravity.

    Science.gov (United States)

    Takeda, Kenta; Mani, Hiroki; Hasegawa, Naoya; Sato, Yuki; Tanaka, Shintaro; Maejima, Hiroshi; Asaka, Tadayoshi

    2017-07-19

    The benefit of visual feedback of the center of pressure (COP) on quiet standing is still debatable. This study aimed to investigate the adaptation effects of visual feedback training using both the COP and center of gravity (COG) during quiet standing. Thirty-four healthy young adults were divided into three groups randomly (COP + COG, COP, and control groups). A force plate was used to calculate the coordinates of the COP in the anteroposterior (COP AP ) and mediolateral (COP ML ) directions. A motion analysis system was used to calculate the coordinates of the center of mass (COM) in both directions (COM AP and COM ML ). The coordinates of the COG in the AP direction (COG AP ) were obtained from the force plate signals. Augmented visual feedback was presented on a screen in the form of fluctuation circles in the vertical direction that moved upward as the COP AP and/or COG AP moved forward and vice versa. The COP + COG group received the real-time COP AP and COG AP feedback simultaneously, whereas the COP group received the real-time COP AP feedback only. The control group received no visual feedback. In the training session, the COP + COG group was required to maintain an even distance between the COP AP and COG AP and reduce the COG AP fluctuation, whereas the COP group was required to reduce the COP AP fluctuation while standing on a foam pad. In test sessions, participants were instructed to keep their standing posture as quiet as possible on the foam pad before (pre-session) and after (post-session) the training sessions. In the post-session, the velocity and root mean square of COM AP in the COP + COG group were lower than those in the control group. In addition, the absolute value of the sum of the COP - COM distances in the COP + COG group was lower than that in the COP group. Furthermore, positive correlations were found between the COM AP velocity and COP - COM parameters. The results suggest that the novel visual feedback

  3. Providing feedback following Leadership WalkRounds is associated with better patient safety culture, higher employee engagement and lower burnout

    Science.gov (United States)

    Sexton, J Bryan; Adair, Kathryn C; Leonard, Michael W; Frankel, Terri Christensen; Proulx, Joshua; Watson, Sam R; Magnus, Brooke; Bogan, Brittany; Jamal, Maleek; Schwendimann, Rene; Frankel, Allan S

    2018-01-01

    Background There is a poorly understood relationship between Leadership WalkRounds (WR) and domains such as safety culture, employee engagement, burnout and work-life balance. Methods This cross-sectional survey study evaluated associations between receiving feedback about actions taken as a result of WR and healthcare worker assessments of patient safety culture, employee engagement, burnout and work-life balance, across 829 work settings. Results 16 797 of 23 853 administered surveys were returned (70.4%). 5497 (32.7% of total) reported that they had participated in WR, and 4074 (24.3%) reported that they participated in WR with feedback. Work settings reporting more WR with feedback had substantially higher safety culture domain scores (first vs fourth quartile Cohen’s d range: 0.34–0.84; % increase range: 15–27) and significantly higher engagement scores for four of its six domains (first vs fourth quartile Cohen’s d range: 0.02–0.76; % increase range: 0.48–0.70). Conclusion This WR study of patient safety and organisational outcomes tested relationships with a comprehensive set of safety culture and engagement metrics in the largest sample of hospitals and respondents to date. Beyond measuring simply whether WRs occur, we examine WR with feedback, as WR being done well. We suggest that when WRs are conducted, acted on, and the results are fed back to those involved, the work setting is a better place to deliver and receive care as assessed across a broad range of metrics, including teamwork, safety, leadership, growth opportunities, participation in decision-making and the emotional exhaustion component of burnout. Whether WR with feedback is a manifestation of better norms, or a cause of these norms, is unknown, but the link is demonstrably potent. PMID:28993441

  4. Providing feedback following Leadership WalkRounds is associated with better patient safety culture, higher employee engagement and lower burnout.

    Science.gov (United States)

    Sexton, J Bryan; Adair, Kathryn C; Leonard, Michael W; Frankel, Terri Christensen; Proulx, Joshua; Watson, Sam R; Magnus, Brooke; Bogan, Brittany; Jamal, Maleek; Schwendimann, Rene; Frankel, Allan S

    2018-04-01

    There is a poorly understood relationship between Leadership WalkRounds (WR) and domains such as safety culture, employee engagement, burnout and work-life balance. This cross-sectional survey study evaluated associations between receiving feedback about actions taken as a result of WR and healthcare worker assessments of patient safety culture, employee engagement, burnout and work-life balance, across 829 work settings. 16 797 of 23 853 administered surveys were returned (70.4%). 5497 (32.7% of total) reported that they had participated in WR, and 4074 (24.3%) reported that they participated in WR with feedback. Work settings reporting more WR with feedback had substantially higher safety culture domain scores (first vs fourth quartile Cohen's d range: 0.34-0.84; % increase range: 15-27) and significantly higher engagement scores for four of its six domains (first vs fourth quartile Cohen's d range: 0.02-0.76; % increase range: 0.48-0.70). This WR study of patient safety and organisational outcomes tested relationships with a comprehensive set of safety culture and engagement metrics in the largest sample of hospitals and respondents to date. Beyond measuring simply whether WRs occur, we examine WR with feedback, as WR being done well . We suggest that when WRs are conducted, acted on, and the results are fed back to those involved, the work setting is a better place to deliver and receive care as assessed across a broad range of metrics, including teamwork, safety, leadership, growth opportunities, participation in decision-making and the emotional exhaustion component of burnout. Whether WR with feedback is a manifestation of better norms, or a cause of these norms, is unknown, but the link is demonstrably potent. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  5. The benefits and harms of providing parents with weight feedback as part of the national child measurement programme: a prospective cohort study

    Science.gov (United States)

    2014-01-01

    Background Small-scale evaluations suggest that the provision of feedback to parents about their child’s weight status may improve recognition of overweight, but the effects on lifestyle behaviour are unclear and there are concerns that informing parents that their child is overweight may have harmful effects. The aims of this study were to describe the benefits and harms of providing weight feedback to parents as part of a national school-based weight-screening programme in England. Methods We conducted a pre-post survey of 1,844 parents of children aged 4–5 and 10–11 years who received weight feedback as part of the 2010–2011 National Child Measurement Programme. Questionnaires assessed general knowledge about the health risks associated with child overweight, parental recognition of overweight and the associated health risks in their child, child lifestyle behaviour, child self-esteem and weight-related teasing, parental experience of the feedback, and parental help-seeking behaviour. Differences in the pre-post proportions of parents reporting each outcome were assessed using a McNemar’s test. Results General knowledge about child overweight as a health issue was high at baseline and increased further after weight feedback. After feedback, the proportion of parents that correctly recognised their child was overweight increased from 21.9% to 37.7%, and more than a third of parents of overweight children sought further information regarding their child’s weight. However, parent-reported changes in lifestyle behaviours among children were minimal, and limited to increases in physical activity in the obese children only. There was some suggestion that weight feedback had a greater impact upon changing parental recognition of the health risks associated with child overweight in non-white ethnic groups. Conclusions In this population-based sample of parents of children participating in the National Child Measurement Programme, provision of weight feedback

  6. OpenClimateGIS - A Web Service Providing Climate Model Data in Commonly Used Geospatial Formats

    Science.gov (United States)

    Erickson, T. A.; Koziol, B. W.; Rood, R. B.

    2011-12-01

    The goal of the OpenClimateGIS project is to make climate model datasets readily available in commonly used, modern geospatial formats used by GIS software, browser-based mapping tools, and virtual globes.The climate modeling community typically stores climate data in multidimensional gridded formats capable of efficiently storing large volumes of data (such as netCDF, grib) while the geospatial community typically uses flexible vector and raster formats that are capable of storing small volumes of data (relative to the multidimensional gridded formats). OpenClimateGIS seeks to address this difference in data formats by clipping climate data to user-specified vector geometries (i.e. areas of interest) and translating the gridded data on-the-fly into multiple vector formats. The OpenClimateGIS system does not store climate data archives locally, but rather works in conjunction with external climate archives that expose climate data via the OPeNDAP protocol. OpenClimateGIS provides a RESTful API web service for accessing climate data resources via HTTP, allowing a wide range of applications to access the climate data.The OpenClimateGIS system has been developed using open source development practices and the source code is publicly available. The project integrates libraries from several other open source projects (including Django, PostGIS, numpy, Shapely, and netcdf4-python).OpenClimateGIS development is supported by a grant from NOAA's Climate Program Office.

  7. Guidance Provided to Authors on Citing and Formatting References in Nursing Journals

    Science.gov (United States)

    Nicoll, Leslie H.; Oermann, Marilyn H.; Chinn, Peggy L.; Conklin, Jamie L.; Amarasekara, Sathya; McCarty, Midori

    2018-01-01

    Reference citations should be accurate, complete, and presented in a consistent format. This study analyzed information provided to authors on preparing citations and references for manuscripts submitted to nursing journals (n = 209). Half of the journals used the American Psychological Association reference style. Slightly more than half provided examples of how to cite articles and books; there were fewer examples of citing websites and online journals. Suggestions on improving accuracy of references are discussed. PMID:29346137

  8. Ionizing feedback from massive stars in massive clusters: fake bubbles and untriggered star formation

    Czech Academy of Sciences Publication Activity Database

    Dale, James E.; Bonnell, Ian A.

    2011-01-01

    Roč. 414, č. 1 (2011), s. 321-328 ISSN 0035-8711 R&D Projects: GA MŠk(CZ) LC06014 Institutional research plan: CEZ:AV0Z10030501 Keywords : stars formation * H II regions Subject RIV: BN - Astronomy, Celestial Mechanics, Astrophysics Impact factor: 4.900, year: 2011

  9. On the Extreme Positive Star Formation Feedback Condition in Scuba Sources

    Czech Academy of Sciences Publication Activity Database

    Silich, S.; Tenorio-Tagle, G.; Munoz-Tunon, C.; Hueyotl-Zahuantitla, F.; Wünsch, Richard; Palouš, Jan

    2010-01-01

    Roč. 711, č. 1 (2010), s. 25-31 ISSN 0004-637X R&D Projects: GA MŠk(CZ) LC06014 Institutional research plan: CEZ:AV0Z10030501 Keywords : formation of galaxies * high-redshif * hydrodynamics Subject RIV: BN - Astronomy, Celestial Mechanics, Astrophysics Impact factor: 7.436, year: 2010

  10. Providing haptic feedback in robot-assisted minimally invasive surgery: a direct optical force-sensing solution for haptic rendering of deformable bodies.

    Science.gov (United States)

    Ehrampoosh, Shervin; Dave, Mohit; Kia, Michael A; Rablau, Corneliu; Zadeh, Mehrdad H

    2013-01-01

    This paper presents an enhanced haptic-enabled master-slave teleoperation system which can be used to provide force feedback to surgeons in minimally invasive surgery (MIS). One of the research goals was to develop a combined-control architecture framework that included both direct force reflection (DFR) and position-error-based (PEB) control strategies. To achieve this goal, it was essential to measure accurately the direct contact forces between deformable bodies and a robotic tool tip. To measure the forces at a surgical tool tip and enhance the performance of the teleoperation system, an optical force sensor was designed, prototyped, and added to a robot manipulator. The enhanced teleoperation architecture was formulated by developing mathematical models for the optical force sensor, the extended slave robot manipulator, and the combined-control strategy. Human factor studies were also conducted to (a) examine experimentally the performance of the enhanced teleoperation system with the optical force sensor, and (b) study human haptic perception during the identification of remote object deformability. The first experiment was carried out to discriminate deformability of objects when human subjects were in direct contact with deformable objects by means of a laparoscopic tool. The control parameters were then tuned based on the results of this experiment using a gain-scheduling method. The second experiment was conducted to study the effectiveness of the force feedback provided through the enhanced teleoperation system. The results show that the force feedback increased the ability of subjects to correctly identify materials of different deformable types. In addition, the virtual force feedback provided by the teleoperation system comes close to the real force feedback experienced in direct MIS. The experimental results provide design guidelines for choosing and validating the control architecture and the optical force sensor.

  11. Dual detector pulsed neutron logging for providing indication of formation porosity

    International Nuclear Information System (INIS)

    Hopkinson, E.C.

    1979-01-01

    A logging instrument contains a pulsed neutron source and a pair of radiation detectors spaced along the length of the instrument. The radiation detectors are gated differently from each other to provide an indication of formation porosity which is substantially independent of the formation salinity. In the preferred embodiment, the electrical signals indicative of radiation detected by the long-spaced detector are gated for almost the entire interval between neutron pulses and the short-spaced signals are gated for a significantly smaller time interval which commences soon after the termination of a given neutron burst. The signals from the two detectors are combined in a ratio circuit for determination of porosity

  12. Shadowing emergency medicine residents by medical education specialists to provide feedback on non-medical knowledge-based ACGME sub-competencies

    Directory of Open Access Journals (Sweden)

    Waterbrook AL

    2018-05-01

    Full Text Available Anna L Waterbrook,1 Karen C Spear Ellinwood,2 T Gail Pritchard,3 Karen Bertels,1 Ariel C Johnson,4 Alice Min,1 Lisa R Stoneking1 1Department of Emergency Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA; 2Department of Obstetrics and Gynecology, The University of Arizona College of Medicine, Tucson, AZ, USA; 3Department of Pediatrics, The University of Arizona College of Medicine, Tucson, AZ, USA; 4College of Medicine, The University of Arizona College of Medicine, Tucson, AZ, USA Objective: Non-medical knowledge-based sub-competencies (multitasking, professionalism, accountability, patient-centered communication, and team management are challenging for a supervising emergency medicine (EM physician to evaluate in real-time on shift while also managing a busy emergency department (ED. This study examines residents’ perceptions of having a medical education specialist shadow and evaluate their nonmedical knowledge skills.Methods: Medical education specialists shadowed postgraduate year 1 and postgraduate year 2 EM residents during an ED shift once per academic year. In an attempt to increase meaningful feedback to the residents, these specialists evaluated resident performance in selected non-medical knowledge-based Accreditation Council of Graduate Medical Education (ACGME sub-competencies and provided residents with direct, real-time feedback, followed by a written evaluation sent via email. Evaluations provided specific references to examples of behaviors observed during the shift and connected these back to ACGME competencies and milestones.Results: Twelve residents participated in this shadow experience (six post graduate year 1 and six postgraduate year 2. Two residents emailed the medical education specialists ahead of the scheduled shadow shift requesting specific feedback. When queried, five residents voluntarily requested their feedback to be included in their formal biannual review. Residents received

  13. CONSTRAINTS ON FEEDBACK PROCESSES DURING THE FORMATION OF EARLY-TYPE GALAXIES

    Energy Technology Data Exchange (ETDEWEB)

    Trevisan, M. [Departamento de Astronomia, Geofisica e Ciencias Atmosfericas, Universidade de Sao Paulo/IAG, Sao Paulo (Brazil); Ferreras, I. [MSSL, University College London, Holmbury St Mary, Dorking, Surrey RH5 6NT (United Kingdom); De La Rosa, I. G. [Instituto de Astrofisica de Canarias (IAC), E-38200 La Laguna, Tenerife (Spain); La Barbera, F. [INAF-Osservatorio Astronomico di Capodimonte, Napoli (Italy); De Carvalho, R. R., E-mail: trevisan@astro.iag.usp.br [Instituto Nacional de Pesquisas Espaciais/MCT, S. J. dos Campos (Brazil)

    2012-06-20

    Galaxies are found to obey scaling relations between a number of observables. These relations follow different trends at the low- and high-mass ends. The processes driving the curvature of scaling relations remain uncertain. In this Letter, we focus on the specific family of early-type galaxies, deriving the star formation histories of a complete sample of visually classified galaxies from Sloan Digital Sky Survey DR7 over the redshift range 0.01 < z < 0.025, covering a stellar mass interval from 10{sup 9} to 3 Multiplication-Sign 10{sup 11} M{sub Sun }. Our sample features the characteristic 'knee' in the surface brightness versus mass distribution at M{sub *} {approx} 3 Multiplication-Sign 10{sup 10} M{sub Sun} . We find a clear difference between the age and metallicity distributions of the stellar populations above and beyond this knee, which suggests a sudden transition from a constant, highly efficient mode of star formation in high-mass galaxies, gradually decreasing toward the low-mass end of the sample. At fixed mass, our early-type sample is more efficient in building up the stellar content at early times in comparison to the general population of galaxies, with half of the stars already in place by redshift z {approx} 2 for all masses. The metallicity-age trend in low-mass galaxies is not compatible with infall of metal-poor gas, suggesting instead an outflow-driven relation.

  14. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, May 2016

    International Nuclear Information System (INIS)

    Herman, Michal Wladyslaw; Cabellos De Francisco, Oscar; Beck, Bret; Ignatyuk, Anatoly V.; Palmiotti, Giuseppe; Grudzevich, Oleg T.; Salvatores, Massimo; Chadwick, Mark; Pelloni, Sandro; Diez De La Obra, Carlos Javier; Wu, Haicheng; Sobes, Vladimir; Rearden, Bradley T.; Yokoyama, Kenji; Hursin, Mathieu; Penttila, Heikki; Kodeli, Ivan-Alexander; Plevnik, Lucijan; Plompen, Arjan; Gabrielli, Fabrizio; Leal, Luiz Carlos; Aufiero, Manuele; Fiorito, Luca; Hummel, Andrew; Siefman, Daniel; Leconte, Pierre

    2016-05-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. WPEC subgroup 40-CIELO (Collaborative International Evaluated Library Organization) provides a new working paradigm to facilitate evaluated nuclear reaction data advances. It brings together experts from across the international nuclear reaction data community to identify and document discrepancies among existing evaluated data libraries, measured data, and model calculation interpretations, and aims to make progress in reconciling these discrepancies to create more accurate ENDF-formatted files. SG40-CIELO focusses on 6 important isotopes: "1H, "1"6O, "5"6Fe, "2"3"5","2"3"8U, "2"3"9Pu. This document is the proceedings of the seventh formal Subgroup 39 meeting and of the Joint SG39+SG40 Session held at the NEA, OECD Conference Center, Paris, France on 10-11 May 2016. It comprises a Summary Record of the meeting, and all the available presentations (slides) given by the participants: A - Welcome and actions review (Oscar CABELLOS); B - Methods: - XGPT: uncertainty propagation and data assimilation from continuous energy covariance matrix and resonance parameters covariances (Manuele AUFIERO); - Optimal experiment utilization (REWINDing PIA), (G. Palmiotti); C - Experiment analysis, sensitivity calculations and benchmarks: - Tripoli-4 analysis of SEG experiments (Andrew HUMMEL); - Tripoli-4 analysis of BERENICE experiments (P. DUFAY, Cyrille DE SAINT JEAN); - Preparation of sensitivities of k-eff, beta-eff and shielding benchmarks for adjustment exercise (Ivo KODELI); - SA and

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

    Science.gov (United States)

    Bird, Fiona L.; Yucel, Robyn

    2015-01-01

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

  16. FEEDBACK REGARDING THE CONTRIBUTION OF DIRECT TAXATION IN THE FORMATION OF PUBLIC FINANCIAL RESOURCES IN ROMANIA

    Directory of Open Access Journals (Sweden)

    DORINA NIȚĂ

    2015-12-01

    Full Text Available The present paper studies the place and role of direct taxes in the formation of public financial resources in Romania, and also in relation to other EU member countries. Monitoring the development of the business environment, fostering entrepreneurial initiative and investment through relaxing fiscal measures concerning mainly direct income for individual and corporate taxpayers, the declared goal is the increase of budgetary revenues at a pace that is far ahead expenditures. Developments from the past years reveal our country's last position when analyzing the share of direct taxes in the GDP or the contribution of income taxes of individuals in the GDP, but also a relatively high position considering the share of income of legal entities in the total of taxes. The macroeconomic analysis is completed by a microeconomic presentation of the share of direct taxes in the total expenditure at the level of one individual household.

  17. Reionization in a cold dark matter universe: The feedback of galaxy formation on the intergalactic medium

    Science.gov (United States)

    Shapiro, Paul R.; Giroux, Mark L.; Babul, Arif

    1994-01-01

    ) cannot account for the baryon content of the universe at z approximately 3 observed in quasar absorption line gas unless Omega (sub B) significantly exceeds the maximum value allowed by big bang nucleocynthesis. (5) For a CDM model with bias parameter within the allowed range of (lower) values, the lower limit to Omega(sub B) imposed by big bang nucleosynthesis (Omega(sub B) h(sup 2) greater than or equal to 0.01) combines with our results to yield the minimum IGM density for the CDM fodel. For CDM with b = 1 (Cosmic Background Explorer (COBE) normalization), we find Omega(sub IGM)(sup min) (z approximately 4) approx. equal 0.02-0.03, and Omega(sub IGM)(sup min)(z approximately 0) approx. equal 0.005-0.03, depending upon the nature of the sources of IGM reionization. (6) In general, we find that self-consistent reionization of the IGM by the collapsed baryon fraction has a strong effect on the rate of collapse. (7) As a further example, we show that the feedback effect on the IGM of energy release by the collapsed baryon fraction may explain the slow evolution of the observed comoving QSO number density between z = 5 and z = 2, followed by the sharp decline after z = 2.

  18. Healthcare Providers' Formative Experiences with Race and Black Male Patients in Urban Hospital Environments.

    Science.gov (United States)

    Plaisime, Marie V; Malebranche, David J; Davis, Andrea L; Taylor, Jennifer A

    2017-12-01

    We explored health providers' formative personal and professional experiences with race and Black men as a way to assess their potential influence on interactions with Black male patients. Utilizing convenience sampling with snowballing techniques, we identified healthcare providers in two urban university hospitals. We compared Black and White providers' experiences based on race and level of training. We used the Gardener's Tale to conceptualize how racism may lead to racial health disparities. A semi-structured interview guide was used to conduct in-person interviews (n = 16). Using the grounded theory approach, we conducted three types of coding to examine data patterns. We found two themes reflective of personally mediated racism: (1) perception of Black males accompanied by two subthemes (a) biased care and (b) fear and discomfort and (2) cognitive dissonance. While this latter theme is more reflective of Jones's internalized racism level, we present its results because its novelty is compelling. Perception of Black males and cognitive dissonance appear to influence providers' approaches with Black male patients. This study suggests the need to develop initiatives and curricula in health professional schools that address provider racial bias. Understanding the dynamics operating in the patient-provider encounter enhances the ability to address and reduce health disparities.

  19. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, December 2015

    International Nuclear Information System (INIS)

    Cabellos, Oscar; De Saint Jean, Cyrille; Hursin, Mathieu; Pelloni, Sandro; Ivanov, Evgeny; Kodeli, Ivan; Leconte, Pierre; Palmiotti, Giuseppe; Salvatores, Massimo; Sobes, Vladimir; Yokoyama, Kenji

    2015-12-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the fifth formal Subgroup 39 meeting held at the Institute Curie, Paris, France, on 4 December 2015. It comprises a Summary Record of the meeting, and all the available presentations (slides) given by the participants: A - Sensitivity methods: - 1: Short update on deliverables (K. Yokoyama); - 2: Does one shot Bayesian is equivalent to successive update? Bayesian inference: some matrix linear algebra (C. De Saint Jean); - 3: Progress in Methodology (G. Palmiotti); - SG39-3: Use of PIA approach. Possible application to neutron propagation experiments (S. Pelloni); - 4: Update on sensitivity coefficient methods (E. Ivanov); - 5: Stress test for U-235 fission (H. Wu); - 6: Methods and approaches development at ORNL for providing feedback from integral benchmark experiments for improvement of nuclear data files (V. Sobes); B - Integral experiments: - 7a: Update on SEG analysis (G. Palmiotti); - 7b:Status of MANTRA (G. Palmiotti); - 7c: Possible new experiments at NRAD (G. Palmiotti); - 8: B-eff experiments (I. Kodeli); - 9: On going CEA activities related to dedicated integral experiments for nuclear date validation in the Fast energy range (P. Leconte); - 10: PROTEUS Experiments: an update (M. Hursin); - 11: Short updates on neutron propagation experiments, STEK, CIELO status (O. Cabellos)

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

    NARCIS (Netherlands)

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

    2013-01-01

    Background: Although the literature suggests that reflection has a positive impact on learning, there is a paucity of evidence to support this notion. Aim: We investigated feedback and reflection in relation to the likelihood that feedback will be used to inform action plans. We hypothesised that

  1. Supporting Early Childhood Educators' Use of Embedded Communication Strategies by Providing Feedback via Bug-in-Ear Technology

    Science.gov (United States)

    Riggie, Jennifer

    2013-01-01

    The purpose of this study was to examine the relationship between coaching provided with bug-in-ear technology, the frequency of the early childhood educators' use of targeted communication strategies and children's expressive communication. Four multiple-baseline single-case design experiments were completed to evaluate these relationships.…

  2. Genomic and proteomic analyses of the fungus Arthrobotrys oligospora provide insights into nematode-trap formation.

    Science.gov (United States)

    Yang, Jinkui; Wang, Lei; Ji, Xinglai; Feng, Yun; Li, Xiaomin; Zou, Chenggang; Xu, Jianping; Ren, Yan; Mi, Qili; Wu, Junli; Liu, Shuqun; Liu, Yu; Huang, Xiaowei; Wang, Haiyan; Niu, Xuemei; Li, Juan; Liang, Lianming; Luo, Yanlu; Ji, Kaifang; Zhou, Wei; Yu, Zefen; Li, Guohong; Liu, Yajun; Li, Lei; Qiao, Min; Feng, Lu; Zhang, Ke-Qin

    2011-09-01

    Nematode-trapping fungi are "carnivorous" and attack their hosts using specialized trapping devices. The morphological development of these traps is the key indicator of their switch from saprophytic to predacious lifestyles. Here, the genome of the nematode-trapping fungus Arthrobotrys oligospora Fres. (ATCC24927) was reported. The genome contains 40.07 Mb assembled sequence with 11,479 predicted genes. Comparative analysis showed that A. oligospora shared many more genes with pathogenic fungi than with non-pathogenic fungi. Specifically, compared to several sequenced ascomycete fungi, the A. oligospora genome has a larger number of pathogenicity-related genes in the subtilisin, cellulase, cellobiohydrolase, and pectinesterase gene families. Searching against the pathogen-host interaction gene database identified 398 homologous genes involved in pathogenicity in other fungi. The analysis of repetitive sequences provided evidence for repeat-induced point mutations in A. oligospora. Proteomic and quantitative PCR (qPCR) analyses revealed that 90 genes were significantly up-regulated at the early stage of trap-formation by nematode extracts and most of these genes were involved in translation, amino acid metabolism, carbohydrate metabolism, cell wall and membrane biogenesis. Based on the combined genomic, proteomic and qPCR data, a model for the formation of nematode trapping device in this fungus was proposed. In this model, multiple fungal signal transduction pathways are activated by its nematode prey to further regulate downstream genes associated with diverse cellular processes such as energy metabolism, biosynthesis of the cell wall and adhesive proteins, cell division, glycerol accumulation and peroxisome biogenesis. This study will facilitate the identification of pathogenicity-related genes and provide a broad foundation for understanding the molecular and evolutionary mechanisms underlying fungi-nematodes interactions.

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

    Science.gov (United States)

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

    2017-11-01

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

  4. Detecting the permafrost carbon feedback: talik formation and increased cold-season respiration as precursors to sink-to-source transitions

    Science.gov (United States)

    Parazoo, Nicholas C.; Koven, Charles D.; Lawrence, David M.; Romanovsky, Vladimir; Miller, Charles E.

    2018-01-01

    source early (late 21st century), emits 5 times more C (95 Pg C) by 2300, and prior to talik formation due to the high decomposition rates of shallow, young C in organic-rich soils coupled with low productivity. Our results provide important clues signaling imminent talik onset and C source transition, including (1) late cold-season (January-February) soil warming at depth ( ˜ 2 m), (2) increasing cold-season emissions (November-April), and (3) enhanced respiration of deep, old C in warm permafrost and young, shallow C in organic-rich cold permafrost soils. Our results suggest a mosaic of processes that govern carbon source-to-sink transitions at high latitudes and emphasize the urgency of monitoring soil thermal profiles, organic C age and content, cold-season CO2 emissions, and atmospheric 14CO2 as key indicators of the permafrost C feedback.

  5. Detecting the permafrost carbon feedback: talik formation and increased cold-season respiration as precursors to sink-to-source transitions

    Directory of Open Access Journals (Sweden)

    N. C. Parazoo

    2018-01-01

    remaining C source region in cold northern Arctic permafrost, which shifts to a net source early (late 21st century, emits 5 times more C (95 Pg C by 2300, and prior to talik formation due to the high decomposition rates of shallow, young C in organic-rich soils coupled with low productivity. Our results provide important clues signaling imminent talik onset and C source transition, including (1 late cold-season (January–February soil warming at depth ( ∼  2 m, (2 increasing cold-season emissions (November–April, and (3 enhanced respiration of deep, old C in warm permafrost and young, shallow C in organic-rich cold permafrost soils. Our results suggest a mosaic of processes that govern carbon source-to-sink transitions at high latitudes and emphasize the urgency of monitoring soil thermal profiles, organic C age and content, cold-season CO2 emissions, and atmospheric 14CO2 as key indicators of the permafrost C feedback.

  6. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, November 2013

    International Nuclear Information System (INIS)

    De Saint Jean, C.; Dupont, E.; ); Dyrda, J.; Hursin, M.; Pelloni, S.; Ishikawa, M.; Ivanov, E.; Ivanova, T.; Kim, D.H.; Ee, Y.O.; Kodeli, I.; Leal, L.; Leichtle, D.; Palmiotti, G.; Salvatores, M.; Pronyaev, V.; Simakov, S.; )

    2013-11-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the first formal Subgroup 39 meeting held at the NEA, Issy-les-Moulineaux, France, on 28-29 November 2013. It comprises a Summary Record of the meeting and all the available presentations (slides) given by the participants: A - Recent data adjustments performances and trends: 1 - Recommendations from ADJ2010 adjustment (M. Ishikawa); 2 - Feedback on CIELO isotopes from ENDF/B-VII.0 adjustment (G. Palmiotti); 3 - Sensitivity and uncertainty results on FLATTOP-Pu (I. Kodeli); 4 - SG33 benchmark: Comparative adjustment results (S. Pelloni) 5 - Integral benchmarks for data assimilation: selection of a consistent set and establishment of integral correlations (E. Ivanov); 6 - PROTEUS experimental data (M. Hursin); 7 - Additional information on High Conversion Light Water Reactor (HCLWR aka FDWR-II) experiments (14 January 2014); 8 - Data assimilation of benchmark experiments for homogenous thermal/epithermal uranium systems (J. Dyrda); B - Methodology issues: 1 - Adjustment methodology issues (G. Palmiotti); 2 - Marginalisation, methodology issues and nuclear data parameter adjustment (C. De Saint Jean); 3 - Nuclear data parameter adjustment (G. Palmiotti). A list of issues and actions conclude the document

  7. Providing Feedback, Orientation and Opportunities for Reflection as Key Elements for Successful Mentoring Programs: Reviewing a Program for Future Business Education Teachers

    Directory of Open Access Journals (Sweden)

    Elisabeth Riebenbauer

    2017-12-01

    Full Text Available The introduction to teaching is critical for novice teachers. Near the end of their master’s program, students of Business Education and Development in Austria spend one semester at an assigned school. They are introduced to teaching, while being assisted by peer students, mentoring teachers, and a companion course. Mentors receive special training and preparation in advance, thus contributing to a high quality mentoring program. The program is organized threefold: (1 providing feedback, (2 opportunities for reflection and (3 career orientation. The purpose of this paper is to assess key elements of successful mentoring programs and to question which competences of mentors contribute most to the success of those programs. Between 2012 and 2015, 188 persons (student teachers and their mentors responded to an online survey at the end of their mentoring program. Additionally, data from a study (1,245 questionnaires regarding the student teachers’ perception of their own competence was utilized, allowing for a comparison of student teacher confidence in their abilities before and after the mentoring program. The present results provide insight into the key elements of successful mentoring programs; both from a student teacher’s and mentor’s perspective. During the semester, students showed an increase regarding their self-perception of their professional competences. It was found that students and mentoring teachers valued feedback after each lesson more than feedback in regular meetings. Opportunities for reflection (e.g. exchange with peer students, learning diaries were considered helpful. The mentoring program helped students to decide whether to become a teacher or not.

  8. Dual detector pulsed neutron logging for providing indication of formation porosity

    International Nuclear Information System (INIS)

    Hopkinson, E.C.

    1980-01-01

    A new improved apparatus for determining rock formation porosity was developed which is substantially independent of the formation salinity. The improvements achieved by using differing gating intervals for the two detectors. The rock formations surrounding the earth borehole are first pulse-irradiated with discrete bursts from a high-energy neutron source. The radiations at two different points in the formation are detected and electrical signals are generated. The electrical signals from the first point are gated for a shorter time interval than those from the second point. The gated first and second electrical signals are combined to determine the porosity of the formations. (DN)

  9. MUC16 provides immune protection by inhibiting synapse formation between NK and ovarian tumor cells

    Directory of Open Access Journals (Sweden)

    Migneault Martine

    2010-01-01

    Full Text Available Abstract Background Cancer cells utilize a variety of mechanisms to evade immune detection and attack. Effective immune detection largely relies on the formation of an immune synapse which requires close contact between immune cells and their targets. Here, we show that MUC16, a heavily glycosylated 3-5 million Da mucin expressed on the surface of ovarian tumor cells, inhibits the formation of immune synapses between NK cells and ovarian tumor targets. Our results indicate that MUC16-mediated inhibition of immune synapse formation is an effective mechanism employed by ovarian tumors to evade immune recognition. Results Expression of low levels of MUC16 strongly correlated with an increased number of conjugates and activating immune synapses between ovarian tumor cells and primary naïve NK cells. MUC16-knockdown ovarian tumor cells were more susceptible to lysis by primary NK cells than MUC16 expressing controls. This increased lysis was not due to differences in the expression levels of the ligands for the activating receptors DNAM-1 and NKG2D. The NK cell leukemia cell line (NKL, which does not express KIRs but are positive for DNAM-1 and NKG2D, also conjugated and lysed MUC16-knockdown cells more efficiently than MUC16 expressing controls. Tumor cells that survived the NKL challenge expressed higher levels of MUC16 indicating selective lysis of MUC16low targets. The higher csMUC16 levels on the NKL resistant tumor cells correlated with more protection from lysis as compared to target cells that were never exposed to the effectors. Conclusion MUC16, a carrier of the tumor marker CA125, has previously been shown to facilitate ovarian tumor metastasis and inhibits NK cell mediated lysis of tumor targets. Our data now demonstrates that MUC16 expressing ovarian cancer cells are protected from recognition by NK cells. The immune protection provided by MUC16 may lead to selective survival of ovarian cancer cells that are more efficient in

  10. Providing access to risk prediction tools via the HL7 XML-formatted risk web service.

    Science.gov (United States)

    Chipman, Jonathan; Drohan, Brian; Blackford, Amanda; Parmigiani, Giovanni; Hughes, Kevin; Bosinoff, Phil

    2013-07-01

    Cancer risk prediction tools provide valuable information to clinicians but remain computationally challenging. Many clinics find that CaGene or HughesRiskApps fit their needs for easy- and ready-to-use software to obtain cancer risks; however, these resources may not fit all clinics' needs. The HughesRiskApps Group and BayesMendel Lab therefore developed a web service, called "Risk Service", which may be integrated into any client software to quickly obtain standardized and up-to-date risk predictions for BayesMendel tools (BRCAPRO, MMRpro, PancPRO, and MelaPRO), the Tyrer-Cuzick IBIS Breast Cancer Risk Evaluation Tool, and the Colorectal Cancer Risk Assessment Tool. Software clients that can convert their local structured data into the HL7 XML-formatted family and clinical patient history (Pedigree model) may integrate with the Risk Service. The Risk Service uses Apache Tomcat and Apache Axis2 technologies to provide an all Java web service. The software client sends HL7 XML information containing anonymized family and clinical history to a Dana-Farber Cancer Institute (DFCI) server, where it is parsed, interpreted, and processed by multiple risk tools. The Risk Service then formats the results into an HL7 style message and returns the risk predictions to the originating software client. Upon consent, users may allow DFCI to maintain the data for future research. The Risk Service implementation is exemplified through HughesRiskApps. The Risk Service broadens the availability of valuable, up-to-date cancer risk tools and allows clinics and researchers to integrate risk prediction tools into their own software interface designed for their needs. Each software package can collect risk data using its own interface, and display the results using its own interface, while using a central, up-to-date risk calculator. This allows users to choose from multiple interfaces while always getting the latest risk calculations. Consenting users contribute their data for future

  11. 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…

  12. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, May 2014

    International Nuclear Information System (INIS)

    Aliberti, G.; Archier, P.; Dunn, M.; Dupont, E.; Hill, I.; ); Garcia, A.; Hursin, M.; Pelloni, S.; Ivanova, T.; Kodeli, I.; Palmiotti, G.; Salvatores, M.; Touran, N.; Wenming, Wang; Yokoyama, K.

    2014-05-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the second Subgroup meeting, held at the NEA, Issy-les-Moulineaux, France, on 13 May 2014. It comprises a Summary Record of the meeting and all the available presentations (slides) given by the participants: A - Welcome: Review of actions (M. Salvatores); B - Inter-comparison of sensitivity coefficients: 1 - Sensitivity Computation with Monte Carlo Methods (T. Ivanova); 2 - Sensitivity analysis of FLATTOP-Pu (I. Kodeli); 3 - Sensitivity coefficients by means of SERPENT-2 (S. Pelloni); 4 - Demonstration - Database for ICSBEP (DICE) and Database and Analysis Tool for IRPhE (IDAT) (I. Hill); C - Specific new experiments: 1 - PROTEUS FDWR-II (HCLWR) program summary (M. Hursin); 2 - STEK and SEG Experiments, M. Salvatores 3 - Experiments related to "2"3"5U, "2"3"8U, "5"6Fe and "2"3Na, G. Palmiotti); 4 - Validation of Iron Cross Sections against ASPIS Experiments (JEF/DOC-420) (I. Kodeli); 5 - Benchmark analysis of Iron Cross-sections (EFFDOC-1221) (I. Kodeli 6 - Integral Beta-effective Measurements (K. Yokoyama on behalf of M. Ishikawa); D - Adjustment results: 1 - Impacts of Covariance Data and Interpretation of Adjustment Trends of ADJ2010, (K. Yokoyama); 2 - Revised Recommendations from ADJ2010 Adjustment (K. Yokoyama); 3 - Comparisons and Discussions on Adjustment trends from JEFF (CEA) (P. Archier); 4 - Feedback on CIELO Isotopes from ENDF/B-VII.0 Adjustment (G. Palmiotti); 5 - Demonstration - Plot comparisons of participants' results (E

  13. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, December 2016

    International Nuclear Information System (INIS)

    Cabellos, Oscar; ); PELLONI, Sandro; Ivanov, Evgeny; Sobes, Vladimir; Fukushima, M.; Yokoyama, Kenji; Palmiotti, Giuseppe; Kodeli, Ivo

    2016-12-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the eighth Subgroup 39 meeting, held at the OECD NEA, Boulogne-Billancourt, France, on 1-2 December 2016. It comprises all the available presentations (slides) given by the participants: A - Presentations: Welcome and actions review (Oscar CABELLOS); B - Methods: - Detailed comparison of Progressive Incremental Adjustment (PIA) sequence results involving adjustments of spectral indices and coolant density effects on the basis of the SG33 benchmark (Sandro PELLONI); - ND assessment alternatives: Validation matrix vs XS adjustment (Evgeny IVANOV); - Implementation of Resonance Parameter Sensitivity Coefficients Calculation in CE TSUNAMI-3D (Vladimir SOBES); C - Experiment analysis, sensitivity calculations and benchmarks: - Benchmark tests of ENDF/B-VIII.0 beta 1 using sodium void reactivity worth of FCA-XXVII-1 assembly (M. FUKUSHIMA, Kenji YOKOYAMA); D - Adjustments: - Cross-section adjustment based on JENDL-4.0 using new experiments on the basis of the SG33 benchmark (Kenji YOKOYAMA); - Comparison of adjustment trends with the Cielo evaluation (Sandro PELLONI); - Expanded adjustment in support of CIELO initiative (Giuseppe PALMIOTTI); - First preliminary results of the adjustment exercise using ASPIS Fe88 and SNEAK-7A/7B k_e_f_f and b_e_f_f benchmarks (Ivo KODELI); E - Future actions, deliverables: - Discussion on future of SG39 and possible new subgroup (Giuseppe PALMIOTTI); - WPEC sub-group proposal: Investigation of Covariance Data in

  14. The Use of a Pressure-Indicating Sensor Film to Provide Feedback upon Hydrogel-Forming Microneedle Array Self-Application In Vivo.

    Science.gov (United States)

    Vicente-Pérez, Eva M; Quinn, Helen L; McAlister, Emma; O'Neill, Shannon; Hanna, Lezley-Anne; Barry, Johanne G; Donnelly, Ryan F

    2016-12-01

    To evaluate the combination of a pressure-indicating sensor film with hydrogel-forming microneedle arrays, as a method of feedback to confirm MN insertion in vivo. Pilot in vitro insertion studies were conducted using a Texture Analyser to insert MN arrays, coupled with a pressure-indicating sensor film, at varying forces into excised neonatal porcine skin. In vivo studies involved twenty human volunteers, who self-applied two hydrogel-forming MN arrays, one with a pressure-indicating sensor film incorporated and one without. Optical coherence tomography was employed to measure the resulting penetration depth and colorimetric analysis to investigate the associated colour change of the pressure-indicating sensor film. Microneedle insertion was achieved in vitro at three different forces, demonstrating the colour change of the pressure-indicating sensor film upon application of increasing pressure. When self-applied in vivo, there was no significant difference in the microneedle penetration depth resulting from each type of array, with a mean depth of 237 μm recorded. When the pressure-indicating sensor film was present, a colour change occurred upon each application, providing evidence of insertion. For the first time, this study shows how the incorporation of a simple, low-cost pressure-indicating sensor film can indicate microneedle insertion in vitro and in vivo, providing visual feedback to assure the user of correct application. Such a strategy may enhance usability of a microneedle device and, hence, assist in the future translation of the technology to widespread clinical use.

  15. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, May 2015

    International Nuclear Information System (INIS)

    Wang, Wenming; Yokoyama, Kenji; Kim, Do Heon; Kodeli, Ivan-Alexander; Hursin, Mathieu; Pelloni, Sandro; Palmiotti, Giuseppe; Salvatores, Massimo; Touran, Nicholas; Cabellos De Francisco, Oscar; )

    2015-05-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the fourth Subgroup meeting, held at the NEA, Issy-les-Moulineaux, France, on 19-20 May 2015. It comprises a Summary Record of the meeting, two papers on deliverables and all the available presentations (slides) given by the participants: 1 - Status of Deliverables: '1. Methodology' (K. Yokoyama); 2 - Status of Deliverables: '2. Comments on covariance data' (K. Yokoyama); 3 - PROTEUS HCLWR Experiments (M. Hursin); 4 - Preliminary UQ Efforts for TWR Design (N. Touran); 5 - Potential use of beta-eff and other benchmark for adjustment (I. Kodeli); 6 - k_e_f_f uncertainties for a simple case of Am"2"4"1 using different codes and evaluated files (I. Kodeli); 7 - k_e_f_f uncertainties for a simple case of Am"2"4"1 using TSUNAMI (O. Cabellos); 8 - REWIND: Ranking Experiments by Weighting to Improve Nuclear Data (G. Palmiotti); 9 - Recent analysis on NUDUNA/MOCABA applications to reactor physics parameters (E. Castro); 10 - INL exploratory study for SEG (A. Hummel); 11 - The Development of Nuclear Data Adjustment Code at CNDC (H. Wu); 12 - SG39 Perspectives (M. Salvatores). A list of issues and actions conclude the document

  16. Use of a Computerized Tracking System to Monitor and Provide Feedback on Dietary Goals for Calorie-Restricted Diets: The POUNDS LOST Study

    Science.gov (United States)

    Anton, Stephen D.; LeBlanc, Eric; Allen, H. Raymond; Karabetian, Christy; Sacks, Frank; Bray, George; Williamson, Donald A.

    2012-01-01

    The use of self-monitoring as a tool to facilitate behavioral modification is common in many lifestyle-based weight loss interventions. Electronic tracking programs, including computer-based systems and smart phone applications, have been developed to allow individuals to self-monitor their behavior digitally. These programs offer an advantage over traditional self-report modalities in that they can provide users with direct feedback about dietary and/or physical activity adherence levels and thereby assist them in real-time decision making. This article describes the use of an Internet-based computerized tracking system (CTS) that was developed specifically for the POUNDS LOST study, a 2-year randomized controlled trial designed to test the efficacy of four macronutrient diets for weight and fat reduction in healthy, overweight men and women (body mass index range = 25.0–39.9 kg/m2). The CTS served many functions in this study, including data collection, dietary and exercise assessment and feedback, messaging system, and report generation. Across all groups, participants with high usage of the CTS during the initial 8 weeks lost greater amounts of weight than participants with low usage (8.7% versus 5.5% of initial body weight, respectively; p < .001) at week 32. Rates of CTS utilization were highest during the first year of this 2-year intervention, and utilization of the CTS declined steadily over time. The unique features of the CTS combined with technological developments, such as smart phone applications, offer significant potential to improve the user’s self-monitoring experience and adherence to health promotion programs designed specifically for individuals with obesity and type 2 diabetes. PMID:23063049

  17. The Consequences and Implications of Providing Management Learning in a Blended Format

    DEFF Research Database (Denmark)

    Kjærgaard, Annemette

    that this is actually quite well perceived by students and has a positive learning outcome that equals or even increases the learning outcome of on-campus courses (Arbaugh, 2000; Redpath, 2012). Less has been written about blended formats (see Arbaugh, 2014 for a review of what has been written) and my question......Many universities are in the process of experimenting with online teaching and are moving knowledge transmission online in a format where short, concise videos are presented followed by different activities including quizzes, dialogue fora etc. Research into learning outcome shows...

  18. The Other partner: The changing role of good provider for men's union formation in industrialized countries

    Directory of Open Access Journals (Sweden)

    Goldscheider, Frances

    2006-01-01

    Full Text Available EnglishMost studies of union formation behaviors have focused on women and children,with less emphasis on men. Using comparable retrospective survey data, this study looks at the waysCanadian, Italian and Swedish men begin conjugal life (distinguishing between marriage andcohabitation and at how the effects of their good provider status qualifications have changed in thelast 30 years. Results for Canadian men have shown that the simple patterns that have been assumed toshape separate and symmetrical roles for men and women are taking new shapes with the growth incohabitation and changes in women's economic roles. Our study will extend these results to examine twocountries at very different levels of cohabitation prevalence: Italy, where the growth in cohabitationhas just begun, and Sweden, where it has been underway much longer than in Canada. Our results showstrongly parallel changes underway in each country, indicating that it is important to continue tocompare, both between countries and over time, if we are to understand the situations fostering (ornot changing gender roles for men as good providers.FrenchLa plupart des études sur les comportements durant le passage à la vie de coupleont porté sur les femmes et les enfants, avec moins d’emphase sur le comportement des hommes. En se servant de données comparables d’enquêtesrétrospectives, cet article examine les différentes façons dont les Canadiens, lesItaliens et les Suédois commencent leur vie conjugale (en distinguant entre lemarriage et la cohabitation ainsi que les effets causés par les changements destrente dernières années dans leur statut de pourvoyeur. Chez les Canadiens, lesrésultats démontrent que les habitudes de vie qui avaient été prises pour modelerdes rôles masculins et féminins séparés et symétriques sont en train de prendrede nouvelles formes, avec une croissance dans les taux de cohabitation et deschangements dans les rôles économiques des femmes

  19. Probing star formation and feedback in dwarf galaxies. Integral field view of the blue compact galaxy Tololo 1937-423

    Science.gov (United States)

    Cairós, L. M.; González-Pérez, J. N.

    2017-12-01

    Context. Blue compact galaxies (BCG) are gas-rich, low-mass, small systems that form stars at unusually high rates. This makes them excellent laboratories for investigating the process of star-formation (SF) at galactic scales and the effects of massive stellar feedback on the interstellar (and intergalactic) medium. Aims: We analyzed the BCG Tololo 1937-423 using optical integral field spectroscopy to probe its morphology, stellar content, nebular excitation and ionization properties, and the kinematics of its warm ionized gas. Methods: Tololo 1937-423 was observed with the Visible Multi-Object Spectrograph at the Very Large Telescope. We took data in the wavelength range 4150-7400 Å, covering a field of view of 27″× 27″ on the sky with a spatial sampling of 0.̋67. From these data we built maps in the continuum and brighter emission lines, diagnostic line ratio maps, and velocity dispersion fields. We also generated the integrated spectrum of the main H II regions and young stellar clusters to determine reliable physical parameters and oxygen abundances. Results: We found that Tololo 1937-423 is currently undergoing an extended starburst. In the Hα maps we identified nine major clumps, aligned mostly northeast-southwest, and stretching to galactocentric distances ≥2 kpc. The galaxy presents a single continuum peak that is not cospatial with any knot in emission lines, indicating at least two relatively recent episodes of SF. The inhomogeneous dust distribution reachs its maximum (E(B-V) 0.97) roughly at the position of the continuum peak. We found shocked regions in the galaxy outer regions and at the edges of the SF knots. The oxygen abundance, 12 + log(O/H) 8.20 ± 0.1, is similar in all the SF regions, suggesting a chemically homogeneous ionized interstellar medium over spatial scales of several kpc. The ionized gas kinematics displays an overall regular rotation around a northwest-southeast axis, with a maximum velocity of 70 ± 7 km s-1. Conclusions

  20. Sourceless formation evaluation. An LWD solution providing density and neutron measurements without the use of radioisotopes

    Energy Technology Data Exchange (ETDEWEB)

    Griffiths, R.; Reichel, N. [Schlumberger, Sungai Buloh (Malaysia)

    2013-08-01

    For many years the industry has been searching for a way to eliminate the logistical difficulties and risk associated with deployment of radioisotopes for formation evaluation. The traditional gamma-gamma density (GGD) measurement uses the scattering of 662-keV gamma rays from a 137Cs radioisotopic source, with a 30.17-year half-life, to determine formation density. The traditional neutron measurement uses an Am-Be source emitting neutrons with an energy around 4 MeV, with a half-life of 432 years. Both these radioisotopic sources pose health, security, and environmental risks. Pulsed-neutron generators have been used in the industry for several decades in wireline tools and more recently in logging-while-drilling tools. These generators produce 14-MeV neutrons, many of which interact with the nuclei in the formation. Elastic collisions allow a neutron porosity measurement to be derived, which has been available to the industry since 2005. Inelastic interactions are typically followed by the emission of a variety of high-energy gamma rays. Similar to the case of the GGD measurement, the transport and attenuation of these gamma rays is a strong function of the formation density. However, the gamma-ray source is now distributed over a volume within the formation, where gamma rays have been induced by neutron interactions and the source can no longer be considered to be a point as in the case of a radioisotopic source. In addition, the extent of the induced source region depends on the transport of the fast neutrons from the source to the point of gamma-ray production. Even though the physics is more complex, it is possible to measure the formation density if the fast neutron transport is taken into account when deriving the density answer. This paper briefly reviews the physics underlying the sourceless neutron porosity and recently introduced neutron-gamma density (SNGD) measurement, demonstrates how they can be used in traditional workflows and illustrates their

  1. Feedback and assessment for clinical placements: achieving the right balance

    Directory of Open Access Journals (Sweden)

    Burgess A

    2015-05-01

    Full Text Available Annette Burgess, Craig Mellis Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia Abstract: During clinical placements, the provision of feedback forms an integral part of the learning process and enriches students' learning experiences. The purpose of feedback is to improve the learner's knowledge, skills, or behavior. Receipt of accurate feedback can help to narrow the gap between actual and desired performance. Effective and regular feedback has the potential to reinforce good practice and motivate the learner toward the desired outcome. Despite the obvious role of feedback in effective teaching and learning, a common complaint from students is that they do not receive adequate feedback. Unfortunately, skills in giving and receiving feedback are rarely taught to students or clinicians. This study aims to provide an understanding of the role of feedback within the learning process, consider consequences of inadequate or poorly given feedback, consider the barriers to the feedback process, provide practical guidelines for providing feedback, and consider the need for student and faculty development in feedback skills. Keywords: medical students, formative, summative, assessment

  2. Written Teacher Feedback: Aspects of Quality, Benefits and Challenges

    DEFF Research Database (Denmark)

    Holmeier, Monika; Grob, Regula; Nielsen, Jan Alexis

    2018-01-01

    was provided based on rubrics and templates for open comments. For this purpose, written teacher feedback itself, student artefacts and data from questionnaires were analysed. Furthermore, the benefits and challenges that teachers noticed in using written feedback will be examined. Finally......, it will be discussed which means of support for teachers seem necessary in order to foster the implementation of written teacher feedback as part of formative assessment in inquiry-based science education....

  3. Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files. SG39 meeting, November 2014

    International Nuclear Information System (INIS)

    Aufiero, Manuele; Ivanov, Evgeny; Hoefer, Axel; Yokoyama, Kenji; Da Cruz, Dirceu Ferreira; KODELI, Ivan-Alexander; Hursin, Mathieu; Pelloni, Sandro; Palmiotti, Giuseppe; Salvatores, Massimo; Barnes, Andrew; Cabellos De Francisco, Oscar; ); Ivanova, Tatiana; )

    2014-11-01

    The aim of WPEC subgroup 39 'Methods and approaches to provide feedback from nuclear and covariance data adjustment for improvement of nuclear data files' is to provide criteria and practical approaches to use effectively the results of sensitivity analyses and cross section adjustments for feedback to evaluators and differential measurement experimentalists in order to improve the knowledge of neutron cross sections, uncertainties, and correlations to be used in a wide range of applications. This document is the proceedings of the third formal Subgroup meeting held at the NEA, Issy-les-Moulineaux, France, on 27-28 November 2014. It comprises a Summary Record of the meeting and all the available presentations (slides) given by the participants: A - Sensitivity methods: 1 - Perturbation/sensitivity calculations with Serpent (M. Aufiero); 2 - Comparison of deterministic and Monte Carlo sensitivity analysis of SNEAK-7A and FLATTOP-Pu Benchmarks (I. Kodeli); B - Integral experiments: 1 - PROTEUS experiments: selected experiments sensitivity profiles and availability, (M. Hursin, M. Salvatores - PROTEUS Experiments, HCLWR configurations); 2 - SINBAD Benchmark Database and FNS/JAEA Liquid Oxygen TOF Experiment Analysis (I. Kodeli); 3 - STEK experiment Opportunity for Validation of Fission Products Nuclear Data (D. Da Cruz); 4 - SEG (tailored adjoint flux shapes) (M. Savatores - comments) 5 - IPPE transmission experiments (Fe, 238 U) (T. Ivanova); 6 - RPI semi-integral (Fe, 238 U) (G. Palmiotti - comments); 7 - New experiments, e.g. in connection with the new NSC Expert Group on 'Improvement of Integral Experiments Data for Minor Actinide Management' (G. Palmiotti - Some comments from the Expert Group) 8 - Additional PSI adjustment studies accounting for nonlinearity (S. Pelloni); 9 - Adjustment methodology issues (G. Palmiotti); C - Am-241 and fission product issues: 1 - Am-241 validation for criticality-safety calculations (A. Barnes - Visio

  4. Comparative Transcriptome and Microscopy Analyses Provide Insights into Flat Shape Formation in Peach (Prunus persica

    Directory of Open Access Journals (Sweden)

    Jian Guo

    2018-01-01

    Full Text Available Fruit shape is an important external characteristic that consumers use to select preferred fruit cultivars. In peach, the flat fruit cultivars have become more and more popular worldwide. Genetic markers closely linking to the flat fruit trait have been identified and are useful for marker-assisted breeding. However, the cellular and genetic mechanisms underpinning flat fruit formation are still poorly understood. In this study, we have revealed the differences in fruit cell number, cell size, and in gene expression pattern between the traditional round fruit and modern flat fruit cultivars. Flat peach cultivars possessed significantly lower number of cells in the vertical axis because cell division in the vertical direction stopped early in the flat fruit cultivars at 15 DAFB (day after full bloom than in round fruit cultivars at 35 DAFB. This resulted in the reduction in vertical development in the flat fruit. Significant linear relationship was observed between fruit vertical diameter and cell number in vertical axis for the four examined peach cultivars (R2 = 0.9964 at maturation stage, and was also observed between fruit vertical diameter and fruit weight (R2 = 0.9605, which indicated that cell number in vertical direction contributed to the flat shape formation. Furthermore, in RNA-seq analysis, 4165 differentially expressed genes (DEGs were detected by comparing RNA-seq data between flat and round peach cultivars at different fruit development stages. In contrast to previous studies, we discovered 28 candidate genes potentially responsible for the flat shape formation, including 19 located in the mapping site and 9 downstream genes. Our study indicates that flat and round fruit shape in peach is primarily determined by the regulation of cell production in the vertical direction during early fruit development.

  5. Formative evaluation of the feedback component of Children's and Adolescents' Nutrition Assessment and Advice on the Web (CANAA-W) among parents of schoolchildren.

    Science.gov (United States)

    Vereecken, Carine; Covents, Marc; Maes, Lea; Moyson, Tinneke

    2013-01-01

    The aim of the paper is to describe the formative evaluation of the feedback component of an online nutrition tailoring instrument, the Children's and Adolescents' Nutrition Assessment and Advice on the Web (CANAA-W), among parents of schoolchildren. Parents of pre-primary and primary-school children recorded their child's food intake over 3 d with CANAA-W and completed the evaluation questionnaire online. A subsample participated in focus group discussions. Parents completed CANAA-W at home. Forty-six parents completed the evaluation questionnaire. Seventeen parents participated in three focus group discussions. Parents were enthusiastic: the majority (81 % or more) found the advice comprehensible, interesting, logical, useful, believable, well formulated, correct, personal, relevant, complete, attractive, containing enough and not too much information; they indicated that it is helpful to improve their children's eating habits and that they intend to use it. The qualitative analyses revealed that the respondents appreciated the confrontation with their child's diet and the visualization (i.e. traffic light colours, pictograms, food models, diagrams). The length of the feedback was rather a drawback, but it was useful nevertheless. CANAA-W was well received by the parents; the scores on the feasibility questionnaire were high and the qualitative analyses showed that the confrontation with their child's diet, and attractive visualization of the most relevant feedback linked to more elaborated optional feedback, were well appreciated. The major challenge will be to convince parents who are less interested in food habits and less computer-literate to participate in this type of study.

  6. Trainees' Perceptions of Feedback: Validity Evidence for Two FEEDME (Feedback in Medical Education) Instruments.

    Science.gov (United States)

    Bing-You, Robert; Ramesh, Saradha; Hayes, Victoria; Varaklis, Kalli; Ward, Denham; Blanco, Maria

    2018-01-01

    Construct: Medical educators consider feedback a core component of the educational process. Effective feedback allows learners to acquire new skills, knowledge, and attitudes. Learners' perceptions of feedback are an important aspect to assess with valid methods in order to improve the feedback skills of educators and the feedback culture. Although guidelines for delivering effective feedback have existed for several decades, medical students and residents often indicate that they receive little feedback. A recent scoping review on feedback in medical education did not reveal any validity evidence on instruments to assess learner's perceptions of feedback. The purpose of our study was to gather validity evidence on two novel FEEDME (Feedback in Medical Education) instruments to assess medical students' and residents' perceptions of the feedback that they receive. After the authors developed an initial instrument with 54 items, cognitive interviews with medical students and residents suggested that 2 separate instruments were needed, one focused on the feedback culture (FEEDME-Culture) and the other on the provider of feedback (FEEDME-Provider). A Delphi study with 17 medical education experts and faculty members assessed content validity. The response process was explored involving 31 medical students and residents at 2 academic institutions. Exploratory factor analysis and reliability analyses were performed on completed instruments. Two Delphi consultation rounds refined the wording of items and eliminated several items. Learners found both instruments easy and quick to answer; it took them less than 5 minutes to complete. Learners preferred an electronic format of the instruments over paper. Factor analysis revealed a two- and three-factor solution for the FEEDME-Culture and FEEDME-Provider instruments, respectively. Cronbach's alpha was greater than 0.80 for all factors. Items on both instruments were moderately to highly correlated (range, r = .3-.7). Our

  7. “Booster” training: Evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest

    Science.gov (United States)

    Sutton, Robert M.; Niles, Dana; Meaney, Peter A.; Aplenc, Richard; French, Benjamin; Abella, Benjamin S.; Lengetti, Evelyn L.; Berg, Robert A.; Helfaer, Mark A.; Nadkarni, Vinay

    2013-01-01

    Objective To investigate the effectiveness of brief bedside “booster” cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Design Prospective, randomized trial. Setting General pediatric wards at Children’s Hospital of Philadelphia. Subjects Sixty-nine Basic Life Support–certified hospital-based providers. Intervention CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Measurements and Main Results Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min−1 and 38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p CPR compliance, 35% to 96% [p training combined with automated feedback: rate 48% to 100% [p CPR compliance, 30% to 100% [p CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests. PMID:20625336

  8. "Booster" training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest.

    Science.gov (United States)

    Sutton, Robert M; Niles, Dana; Meaney, Peter A; Aplenc, Richard; French, Benjamin; Abella, Benjamin S; Lengetti, Evelyn L; Berg, Robert A; Helfaer, Mark A; Nadkarni, Vinay

    2011-05-01

    To investigate the effectiveness of brief bedside "booster" cardiopulmonary resuscitation (CPR) training to improve CPR guideline compliance of hospital-based pediatric providers. Prospective, randomized trial. General pediatric wards at Children's Hospital of Philadelphia. Sixty-nine Basic Life Support-certified hospital-based providers. CPR recording/feedback defibrillators were used to evaluate CPR quality during simulated pediatric arrest. After a 60-sec pretraining CPR evaluation, subjects were randomly assigned to one of three instructional/feedback methods to be used during CPR booster training sessions. All sessions (training/CPR manikin practice) were of equal duration (2 mins) and differed only in the method of corrective feedback given to participants during the session. The study arms were as follows: 1) instructor-only training; 2) automated defibrillator feedback only; and 3) instructor training combined with automated feedback. Before instruction, 57% of the care providers performed compressions within guideline rate recommendations (rate >90 min(-1) and 38 mm); and 36% met overall CPR compliance (rate and depth within targets). After instruction, guideline compliance improved (instructor-only training: rate 52% to 87% [p .01], and overall CPR compliance, 43% to 78% [p CPR compliance, 35% to 96% [p training combined with automated feedback: rate 48% to 100% [p CPR compliance, 30% to 100% [p CPR instruction, most certified Pediatric Basic Life Support providers did not perform guideline-compliant CPR. After a brief bedside training, CPR quality improved irrespective of training content (instructor vs. automated feedback). Future studies should investigate bedside training to improve CPR quality during actual pediatric cardiac arrests.

  9. Feedback on Feedback--Does It Work?

    Science.gov (United States)

    Speicher, Oranna; Stollhans, Sascha

    2015-01-01

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

  10. Becoming a health literate organization: Formative research results from healthcare organizations providing care for undeserved communities.

    Science.gov (United States)

    Adsul, Prajakta; Wray, Ricardo; Gautam, Kanak; Jupka, Keri; Weaver, Nancy; Wilson, Kristin

    2017-11-01

    Background Integrating health literacy into primary care institutional policy and practice is critical to effective, patient centered health care. While attributes of health literate organizations have been proposed, approaches for strengthening them in healthcare systems with limited resources have not been fully detailed. Methods We conducted key informant interviews with individuals from 11 low resourced health care organizations serving uninsured, underinsured, and government-insured patients across Missouri. The qualitative inquiry explored concepts of impetus to transform, leadership commitment, engaging staff, alignment to organization wide goals, and integration of health literacy with current practices. Findings Several health care organizations reported carrying out health literacy related activities including implementing patient portals, selecting easy to read patient materials, offering community education and outreach programs, and improving discharge and medication distribution processes. The need for change presented itself through data or anecdotal staff experience. For any change to be undertaken, administrators and medical directors had to be supportive; most often a champion facilitated these changes in the organization. Staff and providers were often resistant to change and worried they would be saddled with additional work. Lack of time and funding were the most common barriers reported for integration and sustainability. To overcome these barriers, managers supported changes by working one on one with staff, seeking external funding, utilizing existing resources, planning for stepwise implementation, including members from all staff levels and clear communication. Conclusion Even though barriers exist, resource scarce clinical settings can successfully plan, implement, and sustain organizational changes to support health literacy.

  11. Gene expression correlated with delay in shell formation in larval Pacific oysters (Crassostrea gigas) exposed to experimental ocean acidification provides insights into shell formation mechanisms.

    Science.gov (United States)

    De Wit, Pierre; Durland, Evan; Ventura, Alexander; Langdon, Chris J

    2018-02-22

    Despite recent work to characterize gene expression changes associated with larval development in oysters, the mechanism by which the larval shell is first formed is still largely unknown. In Crassostrea gigas, this shell forms within the first 24 h post fertilization, and it has been demonstrated that changes in water chemistry can cause delays in shell formation, shell deformations and higher mortality rates. In this study, we use the delay in shell formation associated with exposure to CO 2 -acidified seawater to identify genes correlated with initial shell deposition. By fitting linear models to gene expression data in ambient and low aragonite saturation treatments, we are able to isolate 37 annotated genes correlated with initial larval shell formation, which can be categorized into 1) ion transporters, 2) shell matrix proteins and 3) protease inhibitors. Clustering of the gene expression data into co-expression networks further supports the result of the linear models, and also implies an important role of dynein motor proteins as transporters of cellular components during the initial shell formation process. Using an RNA-Seq approach with high temporal resolution allows us to identify a conceptual model for how oyster larval calcification is initiated. This work provides a foundation for further studies on how genetic variation in these identified genes could affect fitness of oyster populations subjected to future environmental changes, such as ocean acidification.

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

    Science.gov (United States)

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

    2018-03-01

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

  13. Peer Feedback in Learning a Foreign Language in Facebook

    NARCIS (Netherlands)

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

    2017-01-01

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

  14. Using Arrays of Microelectrodes Implanted in Residual Peripheral Nerves to Provide Dextrous Control of, and Modulated Sensory Feedback from, a Hand Prosthesis

    Science.gov (United States)

    2015-10-01

    extended that work by investigating multiple aspects important for developing future bidirectional neural prostheses based on high-count microelectrode...Fan J M, Kao J C, Stavisky S D, Ryu S and Shenoy K 2012 A recurrent neural network for closed-loop intracortical brain-machine interface decoders J...Peripheral Nerve Interface, Prosthetic Hand, Neural Prosthesis, Sensory Feedback, Micro-stimulation, Electrophysiology, Action Potentials, Micro

  15. Feedback Valence Affects Auditory Perceptual Learning Independently of Feedback Probability

    Science.gov (United States)

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

    2015-01-01

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

  16. Physician performance feedback in a Canadian academic center.

    Science.gov (United States)

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

    2017-10-02

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

  17. Evidence for feedback and stellar-dynamically regulated bursty star cluster formation: the case of the Orion Nebula Cluster

    Science.gov (United States)

    Kroupa, Pavel; Jeřábková, Tereza; Dinnbier, František; Beccari, Giacomo; Yan, Zhiqiang

    2018-04-01

    A scenario for the formation of multiple co-eval populations separated in age by about 1 Myr in very young clusters (VYCs, ages less than 10 Myr) and with masses in the range 600-20 000 M⊙ is outlined. It rests upon a converging inflow of molecular gas building up a first population of pre-main sequence stars. The associated just-formed O stars ionise the inflow and suppress star formation in the embedded cluster. However, they typically eject each other out of the embedded cluster within 106 yr, that is before the molecular cloud filament can be ionised entirely. The inflow of molecular gas can then resume forming a second population. This sequence of events can be repeated maximally over the life-time of the molecular cloud (about 10 Myr), but is not likely to be possible in VYCs with mass <300 M⊙, because such populations are not likely to contain an O star. Stellar populations heavier than about 2000 M⊙ are likely to have too many O stars for all of these to eject each other from the embedded cluster before they disperse their natal cloud. VYCs with masses in the range 600-2000 M⊙ are likely to have such multi-age populations, while VYCs with masses in the range 2000-20 000 M⊙ can also be composed solely of co-eval, mono-age populations. More massive VYCs are not likely to host sub-populations with age differences of about 1 Myr. This model is applied to the Orion Nebula Cluster (ONC), in which three well-separated pre-main sequences in the colour-magnitude diagram of the cluster have recently been discovered. The mass-inflow history is constrained using this model and the number of OB stars ejected from each population are estimated for verification using Gaia data. As a further consequence of the proposed model, the three runaway O star systems, AE Aur, μ Col and ι Ori, are considered as significant observational evidence for stellar-dynamical ejections of massive stars from the oldest population in the ONC. Evidence for stellar

  18. Effects on the estimated cause-specific mortality fraction of providing physician reviewers with different formats of verbal autopsy data

    Directory of Open Access Journals (Sweden)

    Chow Clara

    2011-08-01

    Full Text Available Abstract Background The process of data collection and the methods used to assign the cause of death vary significantly among different verbal autopsy protocols, but there are few data to describe the consequences of the choices made. The aim of this study was to objectively define the impact of the format of data presented to physician reviewers on the cause-specific mortality fractions defined by a verbal autopsy-based mortality-surveillance system. Methods Verbal autopsies were done by primary health care workers for all deaths between October 2006 and September 2007 in a community in rural Andhra Pradesh, India (total population about 180,162. Each questionnaire had a structured section, composed of a series of check boxes, and a free-text section, in which a narrative description of the events leading to death was recorded. For each death, a physician coder was presented first with one section and then the other in random order with a 20- to 40-day interval between. A cause of death was recorded for each data format at the level of ICD 10 chapter headings or else the death was documented as unclassified. After another 20- to 40-day interval, both the structured and free-text sections of the questionnaire were presented together and an index cause of death was assigned. Results In all, 1,407 verbal autopsies were available for analysis, representing 94% of all deaths recorded in the population that year. An index cause of death was assigned using the combined data for 1,190 with the other 217 remaining unclassified. The observed cause-specific mortality fractions were the same regardless of whether the structured, free-text or combined data sources were used. At the individual level, the assignments made using the structured format matched the index in 1,012 (72% of cases with a kappa statistic of 0.66. For the free-text format, the corresponding figures were 989 (70% and 0.64. Conclusions The format of the verbal autopsy data used to assign

  19. 'Peer feedback' voor huisartsopleiders

    NARCIS (Netherlands)

    Damoiseaux, R A M J; Truijens, L

    2016-01-01

    In medical specialist training programmes it is common practice for residents to provide feedback to their medical trainers. The problem is that due to its anonymous nature, the feedback often lacks the specificity necessary to improve the performance of trainers. If anonymity is to be abolished,

  20. 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.

  1. Directional R-Loop Formation by the CRISPR-Cas Surveillance Complex Cascade Provides Efficient Off-Target Site Rejection

    Directory of Open Access Journals (Sweden)

    Marius Rutkauskas

    2015-03-01

    Full Text Available CRISPR-Cas systems provide bacteria and archaea with adaptive immunity against foreign nucleic acids. In type I CRISPR-Cas systems, invading DNA is detected by a large ribonucleoprotein surveillance complex called Cascade. The crRNA component of Cascade is used to recognize target sites in foreign DNA (protospacers by formation of an R-loop driven by base-pairing complementarity. Using single-molecule supercoiling experiments with near base-pair resolution, we probe here the mechanism of R-loop formation and detect short-lived R-loop intermediates on off-target sites bearing single mismatches. We show that R-loops propagate directionally starting from the protospacer-adjacent motif (PAM. Upon reaching a mismatch, R-loop propagation stalls and collapses in a length-dependent manner. This unambiguously demonstrates that directional zipping of the R-loop accomplishes efficient target recognition by rapidly rejecting binding to off-target sites with PAM-proximal mutations. R-loops that reach the protospacer end become locked to license DNA degradation by the auxiliary Cas3 nuclease/helicase without further target verification.

  2. 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

  3. RADIO SOURCE FEEDBACK IN GALAXY EVOLUTION

    International Nuclear Information System (INIS)

    Shabala, Stanislav; Alexander, Paul

    2009-01-01

    We present a galaxy evolution model which incorporates a physically motivated implementation of active galactic nucleus feedback. Intermittent jets inflate cocoons of radio plasma which then expand supersonically, shock heating the ambient gas. The model reproduces observed star formation histories to the highest redshifts for which reliable data exist, as well as the observed galaxy color bimodality. Intermittent radio source feedback also naturally provides a way of keeping the black hole and spheroid growth in step. We find possible evidence for a top-heavy initial mass function for z > 2, consistent with observations of element abundances, and submillimeter and Lyman break galaxy counts.

  4. PROVIDING STRINGENT STAR FORMATION RATE LIMITS OF z ∼ 2 QSO HOST GALAXIES AT HIGH ANGULAR RESOLUTION

    Energy Technology Data Exchange (ETDEWEB)

    Vayner, Andrey; Wright, Shelley A. [Department of Astronomy and Astrophysics, University of Toronto, 50 St. George Street, Toronto, ON, M5S 3H4 (Canada); Do, Tuan [Dunlap Institute for Astronomy and Astrophysics, University of Toronto, 50 St. George Street, Toronto, ON, M5S 3H4 (Canada); Larkin, James E. [Department of Physics and Astronomy, University of California, Los Angeles, CA 90095 (United States); Armus, Lee [Spitzer Science Center, California Institute of Technology, 1200 E. California Boulevard, Pasadena, CA 91125 (United States); Gallagher, S. C. [Department of Physics and Astronomy, The University of Western Ontario, London, ON N6A 3K7 (Canada)

    2016-04-10

    We present integral field spectrograph (IFS) with laser guide star adaptive optics (LGS-AO) observations of z ∼ 2 quasi-stellar objects (QSOs) designed to resolve extended nebular line emission from the host galaxy. Our data was obtained with W. M. Keck and Gemini North Observatories, using OSIRIS and NIFS coupled with the LGS-AO systems, respectively. We have conducted a pilot survey of five QSOs, three observed with NIFS+AO and two observed with OSIRIS+AO at an average redshift of z = 2.2. We demonstrate that the combination of AO and IFSs provides the necessary spatial and spectral resolutions required to separate QSO emission from its host. We present our technique for generating a point-spread function (PSF) from the broad-line region of the QSO and performing PSF subtraction of the QSO emission to detect the host galaxy emission at a separation of ∼0.″2 (∼1.4 kpc). We detect Hα narrow-line emission for two sources, SDSS J1029+6510 (z{sub Hα} = 2.182) and SDSS J0925+0655 (z{sub Hα} = 2.197), that have evidence for both star formation and extended narrow-line emission. Assuming that the majority of narrow-line Hα emission is from star formation, we infer a star formation rate (SFR) for SDSS J1029+6510 of 78.4 M{sub ⊙} yr{sup −1} originating from a compact region that is kinematically offset by 290–350 km s{sup −1}. For SDSS J0925+0655 we infer a SFR of 29 M{sub ⊙} yr{sup −1} distributed over three clumps that are spatially offset by ∼7 kpc. The null detections on three of the QSOs are used to infer surface brightness limits and we find that at 1.4 kpc from the QSO the un-reddened star formation limit is ≲0.3 M{sub ⊙} yr{sup −1} kpc{sup −2}. If we assume typical extinction values for z = 2 type-1 QSOs, the dereddened SFR for our null detections would be ≲0.6 M{sub ⊙} yr{sup −1} kpc{sup −2}. These IFS observations indicate that while the central black hole is accreting mass at 10%–40% of the Eddington rate, if

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

    Science.gov (United States)

    Court, Krista

    2014-01-01

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

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

    Science.gov (United States)

    Kennette, Lynne N.; Frank, Nichole M.

    2013-01-01

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

  7. Vertical microbial community variability of carbonate-based cones may provide insight into ancient conical stromatolite formation

    Science.gov (United States)

    Bradley, James; Daille, Leslie; Trivedi, Christopher; Bojanowski, Caitlin; Nunn, Heather; Stamps, Blake; Johnson, Hope; Stevenson, Bradley; Berelson, Will; Corsetti, Frank; Spear, John

    2016-04-01

    Stromatolite morphogenesis is poorly understood, and the process by which microbial mats become mineralized is a primary question in microbialite formation. Ancient conical stromatolites are primarily carbonate-based whereas the few modern analogues in hot springs are either non-mineralized or mineralized by silica. A team from the 2015 International GeoBiology Course investigated carbonate-rich microbial cones from near Little Hot Creek (LHC), Long Valley Caldera, California, to investigate how conical stromatolites might form in a hot spring carbonate system. The cones rise up from a layered microbial mat on the east side of a 45° C pool with very low flow that is super-saturated with respect to CaCO3. Cone structures are 8-30 mm in height, are rigid and do not deform when removed from the pool. Morphological characterization through environmental scanning electronic microscopy revealed that the cone structure is maintained by a matrix of intertwining microbial filaments around carbonate grains. This matrix gives rise to cone-filaments that are arranged vertically or horizontally, and provides further stability to the cone. Preliminary 16S rRNA gene analysis indicated variability of community composition between different vertical levels of the cone. The cone tip had comparatively greater abundance of filamentous cyanobacteria including Leptolingbya, Phormidium and Isosphaera and fewer heterotrophs (e.g. Chloroflexi) compared to the cone bottom. This supports the hypothesis that cone formation may depend on the differential abundance of the microbial community and their potential functional roles. Metagenomic analyses of the cones revealed potential genes related to chemotaxis and motility. Specifically, a genomic bin identified as a member of the genus Isosphaera contained an hmp chemotaxis operon implicated in gliding motility in the cyanobacterium Nostoc punctiforme. Isosphaera is a Planctomycete shown to have phototactic capabilities, and may play a role in

  8. 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...

  9. A mobile phone text message program to measure oral antibiotic use and provide feedback on adherence to patients discharged from the emergency department.

    Science.gov (United States)

    Suffoletto, Brian; Calabria, Jaclyn; Ross, Anthony; Callaway, Clifton; Yealy, Donald M

    2012-08-01

    Nonadherence to prescribed medications impairs therapeutic benefits. The authors measured the ability of an automated text messaging (short message service [SMS]) system to improve adherence to postdischarge antibiotic prescriptions. This was a randomized controlled trial in an urban emergency department (ED) with an annual census of 65,000. A convenience sample of adult patients being discharged with a prescription for oral antibiotics was enrolled. Participants received either a daily SMS query about prescription pickup, and then dosage taken, with educational feedback based on their responses (intervention), or the usual printed discharge instructions (control). A standardized phone follow-up interview was used on the day after the intended completion date to determine antibiotic adherence: 1) the participant filled prescription within 24 hours of discharge and 2) no antibiotic pills were left on the day after intended completion of prescription. Of the 200 patients who agreed to participate, follow-up was completed in 144 (72%). From the 144, 26% (95% confidence interval [CI] = 19% to 34%) failed to fill their discharge prescriptions during the first 24 hours, and 37% (95% CI = 29% to 45%) had pills left over, resulting in 49% (95% CI = 40% to 57%) nonadherent patients. There were no differences in adherence between intervention participants and controls (57% vs. 45%; p = 0.1). African American race, greater than twice-daily dosing, and self-identifying as expecting to have difficulty filling or taking antibiotics at baseline were associated with nonadherence. Almost one-half (49%) of our patients do not adhere to antibiotic prescriptions after ED discharge. Future work should improve the design and deployment of SMS interventions to optimize their effect on improving adherence to medication after ED discharge. © 2012 by the Society for Academic Emergency Medicine.

  10. Provider Profiling: A Population Health Improvement Tool for the Southeast Military Health System

    National Research Council Canada - National Science Library

    Pemberton, Phillip

    1999-01-01

    ...). Profiling with Provider Perspectives, a Primary Care Management Tool, provides the SEMHS with a standardized performance measurement system that offers feedback in a user friendly and non-threatening format...

  11. A Journey towards Sustainable Feedback

    Science.gov (United States)

    Mutch, Allyson; Young, Charlotte; Davey, Tamzyn; Fitzgerald, Lisa

    2018-01-01

    Meeting students' expectations associated with the provision of feedback is a perennial challenge for tertiary education. Efforts to provide comprehensive, timely feedback within our own first year undergraduate public health courses have not always met students' expectations. In response, we sought to develop peer feedback activities to support…

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

    OpenAIRE

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

    2008-01-01

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

  13. Feedback and starbursts

    International Nuclear Information System (INIS)

    Wiklind, T.

    1987-01-01

    A simple phenomenological model of the regulatory coupling between the star formation rate and the molecular gas fraction is presented. The model can in a qualitative way explain both the constant star formation rate observed in most galaxies and the starbursting behaviour seen in some systems. Formation of massive stars are thought to have both a positive and a negative feedback on further stellar formation. A sudden increase in the gas available for star formation will cause a strong increase in the star formation rate lasting for ∼ 3.10 7 yrs. Both the star formation rate and the molecular gas friction will then perform damped oscillations over a period of a few x 10 8 yrs. This general behaviour is valid for a large range of parameter values

  14. Formative evaluation of a telemedicine model for delivering clinical neurophysiology services part I: utility, technical performance and service provider perspective.

    LENUS (Irish Health Repository)

    Breen, Patricia

    2010-01-01

    Formative evaluation is conducted in the early stages of system implementation to assess how it works in practice and to identify opportunities for improving technical and process performance. A formative evaluation of a teleneurophysiology service was conducted to examine its technical and sociological dimensions.

  15. The Effects of Source, Revision Possibility, and Amount of Feedback on Marketing Students' Impressions of Feedback on an Assignment

    Science.gov (United States)

    Ackerman, David S.; Dommeyer, Curt J.; Gross, Barbara L.

    2017-01-01

    This study examines how three factors affect students' reactions to critical feedback on an assignment--amount of feedback (none vs. low amount vs. high amount), source of feedback (instructor-provided feedback vs. peer-provided feedback), and the situational context of the feedback (revision of paper is or is not possible). An incomplete 3 × 2 ×…

  16. Feedback Networks

    OpenAIRE

    Zamir, Amir R.; Wu, Te-Lin; Sun, Lin; Shen, William; Malik, Jitendra; Savarese, Silvio

    2016-01-01

    Currently, the most successful learning models in computer vision are based on learning successive representations followed by a decision layer. This is usually actualized through feedforward multilayer neural networks, e.g. ConvNets, where each layer forms one of such successive representations. However, an alternative that can achieve the same goal is a feedback based approach in which the representation is formed in an iterative manner based on a feedback received from previous iteration's...

  17. Acidification of the osteoclastic resorption compartment provides insight into the coupling of bone formation to bone resorption

    DEFF Research Database (Denmark)

    Karsdal, M.A.; Henriksen, K.; Sorensen, M.G.

    2005-01-01

    Patients with defective osteoclastic acidification have increased numbers of osteoclasts, with decreased resorption, but bone formation that remains unchanged. We demonstrate that osteoclast survival is increased when acidification is impaired, and that impairment of acidification results in inhi...

  18. LFSC - Linac Feedback Simulation Code

    International Nuclear Information System (INIS)

    Ivanov, Valentin; Fermilab

    2008-01-01

    The computer program LFSC ( ) 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

  19. MODEL FOR FORMATION OF ENTREPRENEUR’S STYLE THINKING AMONG STUDENTS OF SECONDARY SCHOOLS PROVIDING GENERAL EDUCATION WHILE USING MEANS THAT DEVELOP SOCIAL AND PEDAGOGICAL ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    A. M. Gorodovich

    2008-01-01

    Full Text Available The paper rises problems pertaining to formation of entrepreneur competence among students of secondary schools providing general education while using means that develop social and pedagogical environment.

  20. STARTING BLOCK PERFORMANCE IN SPRINTERS: A STATISTICAL METHOD FOR IDENTIFYING DISCRIMINATIVE PARAMETERS OF THE PERFORMANCE AND AN ANALYSIS OF THE EFFECT OF PROVIDING FEEDBACK OVER A 6-WEEK PERIOD

    Directory of Open Access Journals (Sweden)

    Sylvie Fortier

    2005-06-01

    Full Text Available The purpose of this study was twofold: (a to examine if kinetic and kinematic parameters of the sprint start could differentiate elite from sub-elite sprinters and, (b to investigate whether providing feedback (FB about selected parameters could improve starting block performance of intermediate sprinters over a 6-week training period. Twelve male sprinters, assigned to an elite or a sub-elite group, participated in Experiment 1. Eight intermediate sprinters participated in Experiment 2. All athletes were required to perform three sprint starts at maximum intensity followed by a 10-m run. To detect differences between elite and sub-elite groups, comparisons were made using t-tests for independent samples. Parameters reaching a significant group difference were retained for the linear discriminant analysis (LDA. The LDA yielded four discriminative kinetic parameters. Feedback about these selected parameters was given to sprinters in Experiment 2. For this experiment, data acquisition was divided into three periods. The first six sessions were without specific FB, whereas the following six sessions were enriched by kinetic FB. Finally, athletes underwent a retention session (without FB 4 weeks after the twelfth session. Even though differences were found in the time to front peak force, the time to rear peak force, and the front peak force in the retention session, the results of the present study showed that providing FB about selected kinetic parameters differentiating elite from sub-elite sprinters did not improve the starting block performance of intermediate sprinters

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

    Science.gov (United States)

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

    2018-04-20

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

  2. FEEDBACK AND LOGISTICS CONTROLLING

    Directory of Open Access Journals (Sweden)

    Mehesne Berek Szilvia

    2015-07-01

    Full Text Available The following things led to that the feedback, the supervision and improvement of the processes have become more pronounced: continuous rise in the importance of logistics; increase in complexity of its content; its activity becoming more complex. These activities are necessary for the optimum information supply. The intensification of market competition requires the corporations to possess exact and up-to-date information about their activities. Complexity of the logistics system presumes a parallel application of an effective feedback, supervision and management system simultaneously with the given logistics system. The indispensability of logistics is also proved by the fact that it can be found sporadically (in the form of logistics departments or in a complex way in case of each organization. The logistical approach means a huge support in the management since it contains the complexity, the handling as a unit in order to ensure a harmony of the different corporate departments and part activities. In addition to the professional application of a logistics system, there is an opportunity to coordinate the relations inside an organization as well as between the organizations and to handle them as a unit. The sine qua non of the success of logistical processes is a harmony of the devices applied. The controlling system is a device for feeding back the processes of a corporate system. By means of the checkpoints intercalated into the processes, the logistics controlling provides information for the leadership which contributes even more to the complex approach of logistics system. By dint of the logistics controlling, the monitoring and coordination of every logistical part activity become possible with the help of information supply ensured by the logistics controlling. The logistics controlling reviews, assesses and coordinates; these activities have an effect on the cost and income management. Its reason is to be searched in the built

  3. Ambulatory Feedback System

    Science.gov (United States)

    Finger, Herbert; Weeks, Bill

    1985-01-01

    This presentation discusses instrumentation that will be used for a specific event, which we hope will carry on to future events within the Space Shuttle program. The experiment is the Autogenic Feedback Training Experiment (AFTE) scheduled for Spacelab 3, currently scheduled to be launched in November, 1984. The objectives of the AFTE are to determine the effectiveness of autogenic feedback in preventing or reducing space adaptation syndrome (SAS), to monitor and record in-flight data from the crew, to determine if prediction criteria for SAS can be established, and, finally, to develop an ambulatory instrument package to mount the crew throughout the mission. The purpose of the Ambulatory Feedback System (AFS) is to record the responses of the subject during a provocative event in space and provide a real-time feedback display to reinforce the training.

  4. Providing Links to Online Resources for Students. EDNER (Formative Evaluation of the Distributed National Electronic Resource) Project. Issues Paper.

    Science.gov (United States)

    Manchester Metropolitan Univ. (England).

    This issues paper, the fourth in a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. As the online environment becomes a feature of teaching and learning, it offers lecturers the opportunity to…

  5. GIVING AND RECEIVING CONSTRUCTIVE FEEDBACK

    Directory of Open Access Journals (Sweden)

    Ірина Олійник

    2015-05-01

    Full Text Available The article scrutinizes the notion of feedback applicable in classrooms where team teaching is provided. The experience of giving and receiving feedback has been a good practice in cooperation between a U.S. Peace Corps volunteer and a Ukrainian counterpart. Giving and receiving feedback is an effective means of classroom observation that provides better insight into the process of teaching a foreign language. The article discusses the stages of feedback and explicates the notion of sharing experience between two teachers working simultaneously in the same classroom. The guidelines for giving and receiving feedback have been provided as well as the most commonly used vocabulary items have been listed. It has been proved that mutual feedback leads to improving teaching methods and using various teaching styles and techniques.

  6. Spatial pattern formation of coastal vegetation in response to external gradients and positive feedbacks affecting soil porewater salinity: A model study

    Science.gov (United States)

    Jiang, J.; DeAngelis, D.L.; Smith, T. J.; Teh, S.Y.; Koh, H. L.

    2012-01-01

    Coastal vegetation of South Florida typically comprises salinity-tolerant mangroves bordering salinity-intolerant hardwood hammocks and fresh water marshes. Two primary ecological factors appear to influence the maintenance of mangrove/hammock ecotones against changes that might occur due to disturbances. One of these is a gradient in one or more environmental factors. The other is the action of positive feedback mechanisms, in which each vegetation community influences its local environment to favor itself, reinforcing the boundary between communities. The relative contributions of these two factors, however, can be hard to discern. A spatially explicit individual-based model of vegetation, coupled with a model of soil hydrology and salinity dynamics is presented here to simulate mangrove/hammock ecotones in the coastal margin habitats of South Florida. The model simulation results indicate that an environmental gradient of salinity, caused by tidal flux, is the key factor separating vegetation communities, while positive feedback involving the different interaction of each vegetation type with the vadose zone salinity increases the sharpness of boundaries, and maintains the ecological resilience of mangrove/hammock ecotones against small disturbances. Investigation of effects of precipitation on positive feedback indicates that the dry season, with its low precipitation, is the period of strongest positive feedback. ?? 2011 Springer Science+Business Media B.V. (outside the USA).

  7. 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.

  8. Fast feedback for linear colliders

    International Nuclear Information System (INIS)

    Hendrickson, L.; Adolphsen, C.; Allison, S.; Gromme, T.; Grossberg, P.; Himel, T.; Krauter, K.; MacKenzie, R.; Minty, M.; Sass, R.

    1995-01-01

    A fast feedback system provides beam stabilization for the SLC. As the SLC is in some sense a prototype for future linear colliders, this system may be a prototype for future feedbacks. The SLC provides a good base of experience for feedback requirements and capabilities as well as a testing ground for performance characteristics. The feedback system controls a wide variety of machine parameters throughout the SLC and associated experiments, including regulation of beam position, angle, energy, intensity and timing parameters. The design and applications of the system are described, in addition to results of recent performance studies

  9. Granules Harboring Translationally Active mRNAs Provide a Platform for P-Body Formation following Stress

    Directory of Open Access Journals (Sweden)

    Jennifer Lui

    2014-11-01

    Full Text Available The localization of mRNA to defined cytoplasmic sites in eukaryotic cells not only allows localized protein production but also determines the fate of mRNAs. For instance, translationally repressed mRNAs localize to P-bodies and stress granules where their decay and storage, respectively, are directed. Here, we find that several mRNAs are localized to granules in unstressed, actively growing cells. These granules play a key role in the stress-dependent formation of P-bodies. Specific glycolytic mRNAs are colocalized in multiple granules per cell, which aggregate during P-body formation. Such aggregation is still observed under conditions or in mutants where P-bodies do not form. In unstressed cells, the mRNA granules appear associated with active translation; this might enable a coregulation of protein expression from the same pathways or complexes. Parallels can be drawn between this coregulation and the advantage of operons in prokaryotic systems.

  10. The effect of providing feedback on inhaler technique and adherence from an electronic audio recording device, INCA®, in a community pharmacy setting: study protocol for a randomised controlled trial.

    Science.gov (United States)

    O'Dwyer, Susan Mary; MacHale, Elaine; Sulaiman, Imran; Holmes, Martin; Hughes, Cian; D'Arcy, Shona; Rapcan, Viliam; Taylor, Terence; Boland, Fiona; Bosnic-Anticevich, Sinthia; Reilly, Richard B; Ryder, Sheila A; Costello, Richard W

    2016-05-04

    Poor adherence to inhaled medication may lead to inadequate symptom control in patients with respiratory disease. In practice it can be difficult to identify poor adherence. We designed an acoustic recording device, the INCA® (INhaler Compliance Assessment) device, which, when attached to an inhaler, identifies and records the time and technique of inhaler use, thereby providing objective longitudinal data on an individual's adherence to inhaled medication. This study will test the hypothesis that providing objective, personalised, visual feedback on adherence to patients in combination with a tailored educational intervention in a community pharmacy setting, improves adherence more effectively than education alone. The study is a prospective, cluster randomised, parallel-group, multi-site study conducted over 6 months. The study is designed to compare current best practice in care (i.e. routine inhaler technique training) with the use of the INCA® device for respiratory patients in a community pharmacy setting. Pharmacies are the unit of randomisation and on enrolment to the study they will be allocated by the lead researcher to one of the three study groups (intervention, comparator or control groups) using a computer-generated list of random numbers. Given the nature of the intervention neither pharmacists nor participants can be blinded. The intervention group will receive feedback from the acoustic recording device on inhaler technique and adherence three times over a 6-month period along with inhaler technique training at each of these times. The comparator group will also receive training in inhaler use three times over the 6-month study period but no feedback on their habitual performance. The control group will receive usual care (i.e. the safe supply of medicines and advice on their use). The primary outcome is the rate of participant adherence to their inhaled medication, defined as the proportion of correctly taken doses of medication at the correct

  11. 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…

  12. PLCζ Induced Ca2+ Oscillations in Mouse Eggs Involve a Positive Feedback Cycle of Ca2+ Induced InsP3 Formation From Cytoplasmic PIP2

    Science.gov (United States)

    Sanders, Jessica R.; Ashley, Bethany; Moon, Anna; Woolley, Thomas E.; Swann, Karl

    2018-01-01

    Egg activation at fertilization in mammalian eggs is caused by a series of transient increases in the cytosolic free Ca2+ concentration, referred to as Ca2+ oscillations. It is widely accepted that these Ca2+ oscillations are initiated by a sperm derived phospholipase C isoform, PLCζ that hydrolyses its substrate PIP2 to produce the Ca2+ releasing messenger InsP3. However, it is not clear whether PLCζ induced InsP3 formation is periodic or monotonic, and whether the PIP2 source for generating InsP3 from PLCζ is in the plasma membrane or the cytoplasm. In this study we have uncaged InsP3 at different points of the Ca2+ oscillation cycle to show that PLCζ causes Ca2+ oscillations by a mechanism which requires Ca2+ induced InsP3 formation. In contrast, incubation in Sr2+ media, which also induces Ca2+ oscillations in mouse eggs, sensitizes InsP3-induced Ca2+ release. We also show that the cytosolic level Ca2+ is a key factor in setting the frequency of Ca2+ oscillations since low concentrations of the Ca2+ pump inhibitor, thapsigargin, accelerates the frequency of PLCζ induced Ca2+ oscillations in eggs, even in Ca2+ free media. Given that Ca2+ induced InsP3 formation causes a rapid wave during each Ca2+ rise, we use a mathematical model to show that InsP3 generation, and hence PLCζ's substate PIP2, has to be finely distributed throughout the egg cytoplasm. Evidence for PIP2 distribution in vesicles throughout the egg cytoplasm is provided with a rhodamine-peptide probe, PBP10. The apparent level of PIP2 in such vesicles could be reduced by incubating eggs in the drug propranolol which also reversibly inhibited PLCζ induced, but not Sr2+ induced, Ca2+ oscillations. These data suggest that the cytosolic Ca2+ level, rather than Ca2+ store content, is a key variable in setting the pace of PLCζ induced Ca2+ oscillations in eggs, and they imply that InsP3 oscillates in synchrony with Ca2+ oscillations. Furthermore, they support the hypothesis that PLCζ and sperm

  13. Electroencephalogy (EEG) Feedback in Decision-Making

    Science.gov (United States)

    2015-08-26

    Electroencephalogy ( EEG ) Feedback In Decision- Making The goal of this project is to investigate whether Electroencephalogy ( EEG ) can provide useful...feedback when training rapid decision-making. More specifically, EEG will allow us to provide online feedback about the neural decision processes...Electroencephalogy ( EEG ) Feedback In Decision-Making Report Title The goal of this project is to investigate whether Electroencephalogy ( EEG ) can provide useful

  14. 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.

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

    Science.gov (United States)

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

    2013-02-01

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

  16. Galaxy formation

    International Nuclear Information System (INIS)

    Silk, J.; Di Cintio, A.; Dvorkin, I.

    2014-01-01

    Galaxy formation is at the forefront of observation and theory in cosmology. An improved understanding is essential for improving our knowledge both of the cosmological parameters, of the contents of the universe, and of our origins. In these lectures intended for graduate students, galaxy formation theory is reviewed and confronted with recent observational issues. In lecture 1, the following topics are presented: star formation considerations, including IMF, star formation efficiency and star formation rate, the origin of the galaxy luminosity function, and feedback in dwarf galaxies. In lecture 2, we describe formation of disks and massive spheroids, including the growth of supermassive black holes, negative feedback in spheroids, the AGN-star formation connection, star formation rates at high redshift and the baryon fraction in galaxies.

  17. Development of the Teacher Feedback Observation Scheme: evaluating the quality of feedback in peer groups

    NARCIS (Netherlands)

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

    2018-01-01

    Research suggests that feedback is an essential element in learning. This study focuses on feedback that teachers provide in reciprocal peer groups to improve their performance in the classroom. The Teacher Feedback Observation Scheme (TFOS) was developed to identify feedback patterns, which

  18. The Effects of Feedback on Online Quizzes

    Science.gov (United States)

    Butler, Melanie; Pyzdrowski, Laura; Goodykoontz, Adam; Walker, Vennessa

    2008-01-01

    Online homework is unable to provide the detailed feedback of paper and pencil assignments. However, immediate feedback is an advantage that online assessments provide. A research study was conducted that focused on the effects of immediate feedback; students in 5 sections of a Pre-calculus course were participants. Three sections were randomly…

  19. Neural correlates of feedback processing in toddlers

    NARCIS (Netherlands)

    Meyer, M.; Bekkering, H.; Janssen, D.J.C.; Bruijn, E.R.A. de; Hunnius, S.

    2014-01-01

    External feedback provides essential information for successful learning. Feedback is especially important for learning in early childhood, as toddlers strongly rely on external signals to determine the consequences of their actions. In adults, many electrophysiological studies have elucidated

  20. Formative evaluation of the STAR intervention: improving teachers' ability to provide psychosocial support for vulnerable individuals in the school community.

    Science.gov (United States)

    Ferreira, Ronél; Ebersöhn, Liesel

    2011-04-01

    The article describes the pilot phase of a participatory reflection and action (PRA) study. The longitudinal investigation explores teachers' ability to provide psychosocial support within the context of HIV/AIDS following an asset-based intervention. The study ensued from our desire to understand and contribute to knowledge about the changed roles of teachers due to adversity in the community, specifically in relation to HIV/AIDS and education. The supportive teachers, assets and resilience (STAR) intervention was facilitated from November 2003 to October 2005 and consisted of the research team undertaking nine field visits and facilitating 20 intervention sessions (2-3 hours each), and 12 post-intervention research visits have been conducted to date. Ten female teachers were selected for participation through random purposeful sampling at a primary school in an informal settlement outside Port Elizabeth, South Africa. Data-generation included PRA activities, observation, informal interactive interviews, and focus group discussions. The data were analysed by means of inductive thematic analysis. We found that the teachers did not view vulnerability as being related to children or HIV/AIDS in isolation, but rather that their psychosocial support to children and the school community was inclusive across a spectrum of vulnerabilities and services. We argue that teachers who are inclined to provide such support will fulfil this role irrespective of understanding policy or receiving training. We contend that teachers are well-positioned to manage school-based psychosocial support in order to create relevant and caring spaces for vulnerable individuals in the school community.

  1. 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…

  2. Micellar effect on the sensitivity of spectrophotometric Mo(VI) determination based on the formation of gallic acid complex providing evidence for the polyoxoanion structure of molybdate ions

    International Nuclear Information System (INIS)

    Tascioglu, Senay; Sendil, Olcay; Beyreli, Sivekar

    2007-01-01

    In this study effects of anionic (sodium dodecyl sulfate, SDS), cationic (cetyltrimethylammonium bromide, CTAB) and nonionic (Triton X-100, TX100) micelles on the sensitivity of spectrophotometric molybdenum(VI) (Mo) determination based on the formation of a binary complex with gallic acid (GA) were investigated. Micellar CTAB was found to enhance the formation of Mo-GA complex. SDS micelles exerted an inhibitory effect while TX100 micelles had no effect on the complex formation. By the optimization of experimental conditions, the determination limit of the method suggested in the literature was lowered from 5.2 x 10 -5 to 4.6 x 10 -6 and to 5.7 x 10 -7 M, in the absence and presence of CTAB, respectively. The mechanism of the effect of CTAB was investigated by spectrophotometric titrations and it was concluded that CTAB did not form a ternary complex with Mo and GA. The stoichiometry of the complex, deduced from the results of spectrophotometric titrations, provided evidence for the formation of para-Mo 7 O 4 6- polyanions at pH 4.5, indicating to the formation of a charge transfer complex between these ions and GA in micellar medium

  3. 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...

  4. Feedback Systems for Linear Colliders

    International Nuclear Information System (INIS)

    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 integral part of the design. Feedback requirements 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 high bandwidth and fast response. To correct for the motion of individual bunches within a train, both feedforward and feedback systems are planned. SLC experience has shown that feedback systems are an invaluable operational tool for decoupling systems, allowing precision tuning, and providing pulse-to-pulse diagnostics. Feedback systems for the NLC will incorporate the key SLC features and the benefits of advancing technologies

  5. Identifying preferred format and source of exercise information in persons with multiple sclerosis that can be delivered by health-care providers.

    Science.gov (United States)

    Learmonth, Yvonne C; Adamson, Brynn C; Balto, Julia M; Chiu, Chung-Yi; Molina-Guzman, Isabel M; Finlayson, Marcia; Riskin, Barry J; Motl, Robert W

    2017-10-01

    There is increasing recognition of the benefits of exercise in individuals with multiple sclerosis (MS), yet the MS population does not engage in sufficient amounts of exercise to accrue health benefits. There has been little qualitative inquiry to establish the preferred format and source for receiving exercise information from health-care providers among persons with MS. We sought to identify the desired and preferred format and source of exercise information for persons with MS that can be delivered through health-care providers. Participants were adults with MS who had mild or moderate disability and participated in a range of exercise levels. All participants lived in the Midwest of the United States. Fifty semi-structured interviews were conducted and analysed using thematic analysis. Two themes emerged, (i) approach for receiving exercise promotion and (ii) ideal person for promoting exercise. Persons with MS want to receive exercise information through in-person consultations with health-care providers, print media and electronic media. Persons with MS want to receive exercise promotion from health-care providers with expertise in MS (ie neurologists) and with expertise in exercise (eg physical therapists). These data support the importance of understanding how to provide exercise information to persons with MS and identifying that health-care providers including neurologists and physical therapists should be involved in exercise promotion. © 2017 The Authors Health Expectations Published by John Wiley & Sons Ltd.

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

    Directory of Open Access Journals (Sweden)

    Michael D. Kickmeier-Rust

    2014-02-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  8. 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...

  9. The ACS LCID Project : V. The Star Formation History of the Dwarf Galaxy LGS-3: Clues to Cosmic Reionization and Feedback

    NARCIS (Netherlands)

    Hidalgo, Sebastian L.; Aparicio, Antonio; Skillman, Evan; Monelli, Matteo; Gallart, Carme; Cole, Andrew; Dolphin, Andrew; Weisz, Daniel; Bernard, Edouard J.; Cassisi, Santi; Mayer, Lucio; Stetson, Peter; Tolstoy, Eline; Ferguson, Henry

    2011-01-01

    We present an analysis of the star formation history (SFH) of the transition-type (dIrr/dSph) Local Group galaxy LGS-3 (Pisces) based on deep photometry obtained with the Advanced Camera for Surveys onboard the Hubble Space Telescope. Our observations reach the oldest main-sequence turnoffs at high

  10. 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....

  11. Feedback as real-time constructions

    DEFF Research Database (Denmark)

    Keiding, Tina Bering; Qvortrup, Ane

    2014-01-01

    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...

  12. The correlation between subordinate fish eye colour and received attacks: a negative social feedback mechanism for the reduction of aggression during the formation of dominance hierarchies.

    Science.gov (United States)

    Miyai, Caio A; Carretero Sanches, Fábio H; Costa, Tânia M; Colpo, Karine Delevati; Volpato, Gilson L; Barreto, Rodrigo E

    2011-12-01

    Eye darkening has been linked to social status in fish. The subordinate's eyes darken, while the eyes of the dominant fish become pale. Although this phenomenon has been described in salmonid fishes and in the African cichlid Nile tilapia Oreochromis niloticus, it is unclear whether eye darkening correlates with a reduction in aggressive behaviour. Thus, we evaluated the link between social status and eye darkening. We evaluated whether the eye colours of subordinate fish correlate with the frequency of received attacks in a neotropical fish, the pearl cichlid Geophagus brasiliensis. We paired pearl cichlids and quantified both the aggressive behaviour and the eye darkening of each fish. As has been described for Nile tilapia and Atlantic salmon, a clear-cut hierarchical relationship formed, where dominance and subordination were associated with pale and dark eye colours, respectively. Initially, eye colour darkening was positively correlated with the frequency of received attacks; however, a negative association occurred following eye darkening, in which the intensity of aggressive interactions decreased. Thus, fish that initially received a high number of attacks signalled subordination more rapidly and intensely (rapid and dramatic eye darkening), thereby inducing a negative social feedback mechanism that led to reduced aggression. Copyright © 2011 Elsevier GmbH. All rights reserved.

  13. The Impact of Elaborated Feedback on Competency Assessment of IT Professionals

    Directory of Open Access Journals (Sweden)

    Elena Alexandra TOADER

    2015-01-01

    Full Text Available Feedback represents an important component in the process of assessing the competencies of the IT professionals as it allows to evaluate their performance and helps their managers to personalize the learning content according to employees’ needs and profiles. In the current paper we propose a computer-based formative feedback framework that provides personalized feedback for the technical employees. Extensive research has been carried out focusing on formative assessment aspects that includes the elaborate feedback. An online competency assessment tool was designed and it is going to be implemented in order to measure the professionals’ performance in software organizations. The subjects of the study are going to be software developers, working in departments of IT Romanian companies. Their performance is going to be evaluated through the competency-based assessment tool. At the end of the assessment process, an elaborate feedback is provided in order to improve their current level of competency acquired. The current paper reveals the role of the computer-based formative assessment within software organizations as well as the importance of an elaborate feedback that can improve the employees’ knowledge and skills.

  14. Feedback and Incentives

    DEFF Research Database (Denmark)

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

    2009-01-01

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

  15. A Pliocene marine diatom δ18O record of terrestrial-marine feedbacks and orbitally-paced cryogenic brine formation in the McMurdo Dry Valleys

    Science.gov (United States)

    Dodd, J. P.; Abbott, T.; Gibbons, J. A.

    2017-12-01

    Orbital frequencies are well documented in a number of terrestrial and marine climate records throughout the Cenozoic; however, assessing the feedbacks and timing of terrestrial-marine systems on glacial-interglacial timescales is often challenging. This is particularly the case in high-latitude, near-shore environments where traditional proxy records like benthic foraminifera are absent. Here we present oxygen isotope (δ18O and δ17O) values from marine diatom silica in the mid-Pliocene (3.5 - 4.7Ma) section of the AND-1B core from McMurdo Sound, Antarctica. Diatom silica δ18O values range between +28.1 and +36.4‰ VSMOW. Over a range of temperatures (0 to 10°C) that reflect both growth and shallow (fall on a mixing line between marine and meteoric waters, which also supports our cryogenic brine hypothesis. The AND-1B δ18O values have an inverse relationship with the stacked benthic foraminifera δ18O record where lower δ18O values in the AND-1B diatom silica correspond with colder intervals, and we interpret variations in the diatom δ18O values as increased brine flux from the MDV to McMurdo Sound. Currently, subsurface brines in the MDV are hydrologically connected with McMurdo Sound. Density-driven transport of these brines from the MDV to the marine costal environments during the warm mid-Pliocene indicate a potentially overlooked terrestrial source of hypersaline waters. Although the lateral extent of these brines is not known, mixing between the terrestrial cryogenic brines and seawater may represent a significant flux of hypersaline water to the marine environment during warmer-than-present global conditions.

  16. Three-phase Interstellar Medium in Galaxies Resolving Evolution with Star Formation and Supernova Feedback (TIGRESS): Algorithms, Fiducial Model, and Convergence

    Science.gov (United States)

    Kim, Chang-Goo; Ostriker, Eve C.

    2017-09-01

    We introduce TIGRESS, a novel framework for multi-physics numerical simulations of the star-forming interstellar medium (ISM) implemented in the Athena MHD code. The algorithms of TIGRESS are designed to spatially and temporally resolve key physical features, including: (1) the gravitational collapse and ongoing accretion of gas that leads to star formation in clusters; (2) the explosions of supernovae (SNe), both near their progenitor birth sites and from runaway OB stars, with time delays relative to star formation determined by population synthesis; (3) explicit evolution of SN remnants prior to the onset of cooling, which leads to the creation of the hot ISM; (4) photoelectric heating of the warm and cold phases of the ISM that tracks the time-dependent ambient FUV field from the young cluster population; (5) large-scale galactic differential rotation, which leads to epicyclic motion and shears out overdense structures, limiting large-scale gravitational collapse; (6) accurate evolution of magnetic fields, which can be important for vertical support of the ISM disk as well as angular momentum transport. We present tests of the newly implemented physics modules, and demonstrate application of TIGRESS in a fiducial model representing the solar neighborhood environment. We use a resolution study to demonstrate convergence and evaluate the minimum resolution {{Δ }}x required to correctly recover several ISM properties, including the star formation rate, wind mass-loss rate, disk scale height, turbulent and Alfvénic velocity dispersions, and volume fractions of warm and hot phases. For the solar neighborhood model, all these ISM properties are converged at {{Δ }}x≤slant 8 {pc}.

  17. Can Item Keyword Feedback Help Remediate Knowledge Gaps?

    Science.gov (United States)

    Feinberg, Richard A; Clauser, Amanda L

    2016-10-01

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

  18. Feedback stabilization of plasma instabilities

    International Nuclear Information System (INIS)

    Cap, F.F.

    1977-01-01

    This paper reviews the theoretical and experimental aspects of feedback stabilization. After giving an outline of a general theoretical model for electrostatic instabilities the author provides a theoretical analysis of the suppression of various types of instability. Experiments which have been carried out on the feedback stabilization of various types of plasma instability are reported. An extensive list of references is given. (B.R.H.)

  19. Genome-Wide Association Study and Transcriptome Analysis Provide New Insights into the White/Red Earlobe Color Formation in Chicken.

    Science.gov (United States)

    Luo, Wei; Xu, Jiguo; Li, Zhenhui; Xu, Haiping; Lin, Shudai; Wang, Jiaying; Ouyang, Hongjia; Nie, Qinghua; Zhang, Xiquan

    2018-04-25

    Earlobe color is a typical external trait in chicken. There are some previous studies showing that the chicken white/red earlobe color is a polygenic and sex-linked trait in some breeds, but its molecular genetic and histological mechanisms still remain unclear. We herein utilized histological section, genome-wide association study (GWAS) and RNA-seq, further to investigate the potential histological and molecular genetic mechanisms of white/red earlobe formation in Qiangyuan Partridge chicken (QYP). through histological section analysis, we found the dermal papillary layer of red earlobes had many more blood vessels than that of white earlobes. And we identified a total of 44 SNPs from Chromosome 1, 2, 3, 4, 9, 10, 11, 13, 19, 20, 23 and Z, that was significantly associated with the chicken white/red earlobe color from GWAS, along with 73 significantly associated genes obtained (e.g., PIK3CB, B4GALT1 and TP63), supporting the fact that the white/red earlobe color was also polygenic and sex-linked in QYP. Importantly, PIK3CB and B4GALT1 are both involved in the biological process of angiogenesis, which may directly give rise to the chicken white earlobe formation through regulating blood vessel density in chicken earlobe. Additionally, through contrast of RNA-seq profiles between white earlobe skins and red earlobe skins, we further identified TP63 and CDH1 differentially expressed. Combined with the existing knowledge of TP63 in epithelial development and tumor angiogenesis, we propose that down-regulated TP63 in white earlobes may play roles in thickening the skin and decreasing the vessel numbers in dermal papillary layer, thereby contributing to the white earlobe formation via paling the redness of the skin in QYP, but the specific mechanism remains to be further clarified. our findings advance the existing understanding of the white earlobe formation, as well as provide new clues to understand the molecular mechanism of chicken white/red earlobe color

  20. Assessing Feedback in a Mobile Videogame.

    Science.gov (United States)

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

    2016-06-01

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

  1. Skriftlig feedback i engelskundervisningen

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher

    2017-01-01

    The article describes useful feedback strategies in language teaching and describes the feedback practices of lower-seconday teachers in Denmark. The article is aimed at language teahcers in secondary schools.......The article describes useful feedback strategies in language teaching and describes the feedback practices of lower-seconday teachers in Denmark. The article is aimed at language teahcers in secondary schools....

  2. Student Engagement with Feedback

    Science.gov (United States)

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

    2011-01-01

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

  3. Hydrogen Infrastructure Market Readiness: Opportunities and Potential for Near-term Cost Reductions; Proceedings of the Hydrogen Infrastructure Market Readiness Workshop and Summary of Feedback Provided through the Hydrogen Station Cost Calculator

    Energy Technology Data Exchange (ETDEWEB)

    Melaina, M. W.; Steward, D.; Penev, M.; McQueen, S.; Jaffe, S.; Talon, C.

    2012-08-01

    Recent progress with fuel cell electric vehicles (FCEVs) has focused attention on hydrogen infrastructure as a critical commercialization barrier. With major automakers focused on 2015 as a target timeframe for global FCEV commercialization, the window of opportunity is short for establishing a sufficient network of hydrogen stations to support large-volume vehicle deployments. This report describes expert feedback on the market readiness of hydrogen infrastructure technology from two activities.

  4. Understanding Litter Input Controls on Soil Organic Matter Turnover and Formation are Essential for Improving Carbon-Climate Feedback Predictions for Arctic, Tundra Ecosystems

    Energy Technology Data Exchange (ETDEWEB)

    Wallenstein, Matthew [Colorado State Univ., Fort Collins, CO (United States)

    2017-12-05

    The Arctic region stored vast amounts of carbon (C) in soils over thousands of years because decomposition has been limited by cold, wet conditions. Arctic soils now contain roughly as much C that is contained in all other soils across the globe combined. However, climate warming could unlock this oil C as decomposition accelerates and permafrost thaws. In addition to temperature-driven acceleration of decomposition, several additional processes could either counteract or augment warming-induced SOM losses. For example, increased plant growth under a warmer climate will increase organic matter inputs to soils, which could fuel further soil decomposition by microbes, but will also increase the production of new SOM. Whether Arctic ecosystems store or release carbon in the future depends in part on the balance between these two counteracting processes. By differentiating SOM decomposition and formation and understanding the drivers of these processes, we will better understand how these systems function. We did not find evidence of priming under current conditions, defined as an increase in the decomposition of native SOM stocks. This suggests that decomposition is unlikely to be further accelerated through this mechanism. We did find that decomposition of native SOM did occur when nitrogen was added to these soils, suggesting that nitrogen limits decomposition in these systems. Our results highlight the resilience and extraordinary C storage capacity of these soils, and suggest shrub expansion may partially mitigate C losses from decomposition of old SOM as Arctic soils warm.

  5. Paper Review Revolution: Screencasting Feedback for Developmental Writers

    Science.gov (United States)

    Boone, Joni; Carlson, Susan

    2011-01-01

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

  6. Teacher feedback in the classroom. Analyzing and developing teachers' feedback behavior in secondary education

    NARCIS (Netherlands)

    Voerman, A.

    2014-01-01

    Providing feedback is one of the most influential means of teachers to enhance student learning. In this dissertation, we first focused on what is known from research about effective (i.e. learning-enhancing) feedback. Effective feedback, mostly studied from a cognitive psychologist point of view,

  7. Sticky or Slippery Wetting: Network Formation Conditions Can Provide a One-Way Street for Water Flow on Platinum-cured Silicone.

    Science.gov (United States)

    Wang, Chenyu; Nair, Sithara S; Veeravalli, Sharon; Moseh, Patricia; Wynne, Kenneth J

    2016-06-08

    -temperature end (slippery surface) but became pinned at the low-temperature end (sticky surface) and did not move when the slide was rotated 180°. The surface was therefore a "one-way street" for water droplet flow. Theory provides fundamental understanding for slippery/sticky behavior for gradient S-PDMS and Pt-PDMS coatings. A model for network formation is based on hydrosilylation at high temperature and condensation curing of Si-OH from autoxidation of Si-H at low temperatures. In summary, network formation conditions strongly affect receding contact angles and water adhesion for Sylgard 184 and the filler-free mimic Pt-PDMS. These findings suggest careful control of curing conditions is important to silicones used in microfluidic devices or as biomedical materials. Network-forming conditions also impact bulk mechanical properties for Sylgard 184, but the range that can be obtained has not been critically examined for specific applications.

  8. Playing with Positive Feedback: External Pressure-triggering of a Star-forming Disk Galaxy

    Science.gov (United States)

    Bieri, Rebekka; Dubois, Yohan; Silk, Joseph; Mamon, Gary A.

    2015-10-01

    In massive galaxies, the currently favored method for quenching star formation is via active galactic nuclei (AGN) feedback, which ejects gas from the galaxy using a central supermassive black hole. At high redshifts however, explanation of the huge rates of star formation often found in galaxies containing AGNs may require a more vigorous mode of star formation than is attainable by simply enriching the gas content of galaxies in the usual gravitationally driven mode that is associated with the nearby universe. Using idealized hydrodynamical simulations, we show that AGN-pressure-driven star formation potentially provides the positive feedback that may be required to generate the accelerated star formation rates observed in the distant universe.

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

    Science.gov (United States)

    Narciss, Susanne

    2013-01-01

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

  10. Feedback and learning support that fosters students' independent learning: an Australian case study

    NARCIS (Netherlands)

    Issa, Tomayess; Issa, Theodora; Kommers, Petrus A.M.

    2015-01-01

    This paper aims to examine students’ reactions to formative (i.e. face to face, audio, wiki and live, email) feedback. This approach is used to improve students’ communication and critical-thinking skills and to encourage independent learning. This paper provides empirical evidence from 327 students

  11. 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.

  12. Technologies for learner-centered feedback

    Directory of Open Access Journals (Sweden)

    Jane Costello

    2013-09-01

    Full Text Available As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providing feedback, for example, automated, audio scribe pens, digital audio, etc., and the related technologies are described. Technologies that allow instructors to make informed decisions about the use of various methods for feedback are discussed.

  13. Input Enhancement and L2 Question Formation.

    Science.gov (United States)

    White, Lydia; And Others

    1991-01-01

    Investigated the extent to which form-focused instruction and corrective feedback (i.e., "input enhancement"), provided within a primarily communicative program, contribute to learners' accuracy in question formation. Study results are interpreted as evidence that input enhancement can bring about genuine changes in learners' interlanguage…

  14. 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....

  15. Expanding Educators' Medical Curriculum Tool Chest: Minute Papers as an Underutilized Option for Obtaining Immediate Feedback

    Science.gov (United States)

    Singh, Mamta K.; Lawrence, Renée; Headrick, Linda

    2011-01-01

    Background One barrier to systematically assessing feedback about the content or format of teaching conferences in graduate medical education is the time needed to collect and analyze feedback data. Minute papers, brief surveys designed to obtain feedback in a concise format, have the potential to fill this gap. Objectives To assess whether minute papers were a feasible tool for obtaining immediate feedback on resident conferences and to use minute papers, with one added question, to assess the usefulness of changing the format of resident morning report. Methods Minute papers were administered at the end of internal medicine morning report conferences before and after changing the traditional combined format (all residents) to a separate format (postgraduate year [PGY] 1 met separately from PGY-2 and PGY-3 trainees). We collected information during 3 months during 2 traditional sessions and 8 sessions in the format that separated PGY-1s (3 for PGY-1 and 5 for PGY-2 and PGY-3). Participants responded to an item rating the usefulness of the session and 3 open-ended questions. Results Trainees completed the forms in 2 to 3 minutes. Trainee assessment of the usefulness of internal medicine morning report appeared to increase after the change (4.09 versus 4.45 for PGY-1; 3.75 versus 4.38 for PGY-2 and PGY-3 residents). Conclusions Minute papers are practical instruments that provide manageable amounts of immediate feedback. In addition, minute papers can be adjusted slightly to help assess the impact of change. In that way, faculty can create an iterative process of feedback that models small cycles of change, a key quality improvement concept. PMID:22655149

  16. Object discrimination using electrotactile feedback.

    Science.gov (United States)

    Arakeri, Tapas J; Hasse, Brady A; Fuglevand, Andrew J

    2018-04-09

    A variety of bioengineering systems are being developed to restore tactile sensations in individuals who have lost somatosensory feedback because of spinal cord injury, stroke, or amputation. These systems typically detect tactile force with sensors placed on an insensate hand (or prosthetic hand in the case of amputees) and deliver touch information by electrically or mechanically stimulating sensate skin above the site of injury. Successful object manipulation, however, also requires proprioceptive feedback representing the configuration and movements of the hand and digits. Therefore, we developed a simple system that simultaneously provides information about tactile grip force and hand aperture using current amplitude-modulated electrotactile feedback. We evaluated the utility of this system by testing the ability of eight healthy human subjects to distinguish among 27 objects of varying sizes, weights, and compliances based entirely on electrotactile feedback. The feedback was modulated by grip-force and hand-aperture sensors placed on the hand of an experimenter (not visible to the subject) grasping and lifting the test objects. We were also interested to determine the degree to which subjects could learn to use such feedback when tested over five consecutive sessions. The average percentage correct identifications on day 1 (28.5%  ±  8.2% correct) was well above chance (3.7%) and increased significantly with training to 49.2%  ±  10.6% on day 5. Furthermore, this training transferred reasonably well to a set of novel objects. These results suggest that simple, non-invasive methods can provide useful multisensory feedback that might prove beneficial in improving the control over prosthetic limbs.

  17. 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....

  18. SadA, a trimeric autotransporter from Salmonella enterica serovar Typhimurium, can promote biofilm formation and provides limited protection against infection.

    Science.gov (United States)

    Raghunathan, Dhaarini; Wells, Timothy J; Morris, Faye C; Shaw, Robert K; Bobat, Saeeda; Peters, Sarah E; Paterson, Gavin K; Jensen, Karina Tveen; Leyton, Denisse L; Blair, Jessica M A; Browning, Douglas F; Pravin, John; Flores-Langarica, Adriana; Hitchcock, Jessica R; Moraes, Claudia T P; Piazza, Roxane M F; Maskell, Duncan J; Webber, Mark A; May, Robin C; MacLennan, Calman A; Piddock, Laura J; Cunningham, Adam F; Henderson, Ian R

    2011-11-01

    Salmonella enterica is a major cause of morbidity worldwide and mortality in children and immunocompromised individuals in sub-Saharan Africa. Outer membrane proteins of Salmonella are of significance because they are at the interface between the pathogen and the host, they can contribute to adherence, colonization, and virulence, and they are frequently targets of antibody-mediated immunity. In this study, the properties of SadA, a purported trimeric autotransporter adhesin of Salmonella enterica serovar Typhimurium, were examined. We demonstrated that SadA is exposed on the Salmonella cell surface in vitro and in vivo during infection of mice. Expression of SadA resulted in cell aggregation, biofilm formation, and increased adhesion to human intestinal Caco-2 epithelial cells. Immunization of mice with folded, full-length, purified SadA elicited an IgG response which provided limited protection against bacterial challenge. When anti-SadA IgG titers were enhanced by administering alum-precipitated protein, a modest additional protection was afforded. Therefore, despite SadA having pleiotropic functions, it is not a dominant, protective antigen for antibody-mediated protection against Salmonella.

  19. SadA, a Trimeric Autotransporter from Salmonella enterica Serovar Typhimurium, Can Promote Biofilm Formation and Provides Limited Protection against Infection ▿ †

    Science.gov (United States)

    Raghunathan, Dhaarini; Wells, Timothy J.; Morris, Faye C.; Shaw, Robert K.; Bobat, Saeeda; Peters, Sarah E.; Paterson, Gavin K.; Jensen, Karina Tveen; Leyton, Denisse L.; Blair, Jessica M. A.; Browning, Douglas F.; Pravin, John; Flores-Langarica, Adriana; Hitchcock, Jessica R.; Moraes, Claudia T. P.; Piazza, Roxane M. F.; Maskell, Duncan J.; Webber, Mark A.; May, Robin C.; MacLennan, Calman A.; Piddock, Laura J.; Cunningham, Adam F.; Henderson, Ian R.

    2011-01-01

    Salmonella enterica is a major cause of morbidity worldwide and mortality in children and immunocompromised individuals in sub-Saharan Africa. Outer membrane proteins of Salmonella are of significance because they are at the interface between the pathogen and the host, they can contribute to adherence, colonization, and virulence, and they are frequently targets of antibody-mediated immunity. In this study, the properties of SadA, a purported trimeric autotransporter adhesin of Salmonella enterica serovar Typhimurium, were examined. We demonstrated that SadA is exposed on the Salmonella cell surface in vitro and in vivo during infection of mice. Expression of SadA resulted in cell aggregation, biofilm formation, and increased adhesion to human intestinal Caco-2 epithelial cells. Immunization of mice with folded, full-length, purified SadA elicited an IgG response which provided limited protection against bacterial challenge. When anti-SadA IgG titers were enhanced by administering alum-precipitated protein, a modest additional protection was afforded. Therefore, despite SadA having pleiotropic functions, it is not a dominant, protective antigen for antibody-mediated protection against Salmonella. PMID:21859856

  20. The Mythology of Feedback

    Science.gov (United States)

    Adcroft, Andy

    2011-01-01

    Much of the general education and discipline-specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues…

  1. Driver feedback mobile APP

    Energy Technology Data Exchange (ETDEWEB)

    Soriguera Marti, F.; Miralles Miquel, E.

    2016-07-01

    This paper faces the human factor in driving and its consequences for road safety. It presents the concepts behind the development of a smartphone app capable of evaluating drivers’ performance. The app provides feedback to the driver in terms of a grade (between 0 and 10) depending on the aggressiveness and risks taken while driving. These are computed from the cumulative probability distribution function of the jerks (i.e. the time derivative of acceleration), which are measured using the smartphones’ accelerometer. Different driving contexts (e.g. urban, freeway, congestion, etc.) are identified applying cluster analysis to the measurements, and treated independently. Using regression analysis, the aggressiveness indicator is related to the drivers' safety records and to the probability of having an accident, through the standard DBQ - Driving Behavior Questionnaire. Results from a very limited pilot test show a strong correlation between the 99th percentile of the jerk measurements and the DBQ results. A linear model is fitted. This allows quantifying the safe driving behavior only from smartphone measurements. Finally, this indicator is translated into a normalized grade and feedback to the driver. This feedback will challenge the driver to train and to improve his performance. The phone will be blocked while driving and will incorporate mechanisms to prevent bad practices, like competition in aggressive driving. The app is intended to contribute to the improvement of road safety, one of the major public health problems, by tackling the human factor which is the trigger of the vast majority of traffic accidents. Making explicit and quantifying risky behaviors is the first step towards a safer driving. (Author)

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

    Kramer, Jan-Niklas; Kowatsch, Tobias

    2017-06-02

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

  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. 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

  6. Longitudinal feedback system for PEP

    International Nuclear Information System (INIS)

    Allen, M.A.; Cornacchia, M.; Millich, A.

    1979-02-01

    Whether the wide bandwidth longitudinal feedback system described in this paper is made to act on the individual modes in frequency domain or on the individual bunches in time domain, it represents a clean and efficient way of damping the longitudinal oscillations without influencing other beam parameters such as bunch shape or synchrotron frequency distribution. The frequency domain feedback presents the advantage of providing information on which modes are unstable and on their risetimes, which may be helpful in locating dangerous resonators in the ring

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

    Science.gov (United States)

    Munro, Wendy; Hollingworth, Linda

    2014-01-01

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

  8. Quantifying Feedback – Insights Into Peer Assessment Data

    DEFF Research Database (Denmark)

    Wind, David Kofoed; Jensen, Ulf Aslak

    2017-01-01

    The act of producing content - for example in forms of written reports - is one of the most used methods for teaching and learning all the way from primary school to university. It is a learning tool which helps students relate their theories to practice. Getting relevant and helpful feedback...... of more than 10,000 students. The students have together made more than 100,000 peer-evaluations of work by other students, and these evaluations together contain more than 10,000,000 words of text feedback. A key problem when using peer assessment is to ensure high quality feedback between peers....... Feedback here can be a combination of quantitative / summative feedback (numerical) and qualitative / formative feedback (text). A lot of work has been done on validating and ensuring quality of quantitative feedback. We propose a way to let students evaluate the quality of the feedback they receive...

  9. Haptic seat for fuel economy feedback

    Energy Technology Data Exchange (ETDEWEB)

    Bobbitt, III, John Thomas

    2016-08-30

    A process of providing driver fuel economy feedback is disclosed in which vehicle sensors provide for haptic feedback on fuel usage. Such sensors may include one or more of a speed sensors, global position satellite units, vehicle pitch/roll angle sensors, suspension displacement sensors, longitudinal accelerometer sensors, throttle position in sensors, steering angle sensors, break pressure sensors, and lateral accelerometer sensors. Sensors used singlely or collectively can provide enhanced feedback as to various environmental conditions and operating conditions such that a more accurate assessment of fuel economy information can be provided to the driver.

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

    Science.gov (United States)

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

    2016-02-01

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

  11. Multisource feedback to graduate nurses: a multimethod study.

    Science.gov (United States)

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

    2017-11-01

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

  12. Educators' Perceptions of Automated Feedback Systems

    Science.gov (United States)

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

    2008-01-01

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

  13. INDIRECT WRITTEN CORRECTIVE FEEDBACK, REVISION, AND LEARNING

    Directory of Open Access Journals (Sweden)

    Fatemeh Poorebrahim

    2017-01-01

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

  14. Searching for Prototypical Facial Feedback Signals

    NARCIS (Netherlands)

    Heylen, Dirk K.J.; Bevacqua, E.; Tellier, M.; Pelachaud, C.; Pelachaud, C.; Martin, J-C.; André, E.; Chollet, G.; Pelé, D.

    2007-01-01

    Embodied conversational agents should be able to provide feedback on what a human interlocutor is saying. We are compiling a list of facial feedback expressions that signal attention and interest, grounding and attitude. As expressions need to serve many functions at the same time and most of the

  15. The value of feedback in forecasting competitions

    OpenAIRE

    George Athanasopoulos; Rob J Hyndman

    2011-01-01

    In this paper we challenge the traditional design used for forecasting competitions. We implement an online competition with a public leaderboard that provides instant feedback to competitors who are allowed to revise and resubmit forecasts. The results show that feedback significantly improves forecasting accuracy.

  16. Immediate elaborated feedback personalization in online assessment

    NARCIS (Netherlands)

    Vasilyeva, E.; De Bra, P.M.E.; Pechenizkiy, M.; Dillenbourg, P.; Specht, M.

    2008-01-01

    Providing a student with feedback that is timely, most suitable and useful for her personality and the performed task is a challenging problem of online assessment within Web-based Learning Systems (WBLSs). In our recent work we suggested a general approach of feedback adaptation in WBLS and through

  17. Personalization of immediate feedback to learning styles

    NARCIS (Netherlands)

    Vasilyeva, E.; Pechenizkiy, M.; Gavrilova, T.; Puuronen, S.; Spector, J.M.; Sampson, D.G.; Okamoto, T.; Cerri, S.A.; Ueno, M.; Kashihara, A.

    2007-01-01

    Feedback provided to a user is an important part of learning and interaction in e-learning systems. In this paper we present the results of our pilot experiment aimed to study interrelation between several types of immediate feedback presentation and learning styles (LSs) of users. In the experiment

  18. Optical feedback structures and methods of making

    Science.gov (United States)

    None

    2014-11-18

    An optical resonator can include an optical feedback structure disposed on a substrate, and a composite including a matrix including a chromophore. The composite disposed on the substrate and in optical communication with the optical feedback structure. The chromophore can be a semiconductor nanocrystal. The resonator can provide laser emission when excited.

  19. The Many Routes to AGN Feedback

    Energy Technology Data Exchange (ETDEWEB)

    Morganti, Raffaella, E-mail: morganti@astron.nl [ASTRON, Netherlands Institute for Radio Astronomy, Dwingeloo (Netherlands); Kapteyn Astronomical Institute, University of Groningen, Groningen (Netherlands)

    2017-11-29

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

  20. The many routes to AGN feedback

    Science.gov (United States)

    Morganti, Raffaella

    2017-11-01

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

  1. Developing a Web-Based Developmental Feedback Program

    National Research Council Canada - National Science Library

    Douglas, Matthew

    2003-01-01

    Developmental feedback programs provide an opportunity to improve leadership practices by giving leaders feedback about their performance from a number of sources, This thesis expanded on Capt Doug Patton's pilot study (2002...

  2. Reviewing operational experience feedback

    International Nuclear Information System (INIS)

    1991-04-01

    The purpose of this document is to provide detailed supplementary guidance to OSART experts to aid in the evaluation of operational experience feedback (OEF) programmes at nuclear power plants. The document begins by describing the objectives of an OEF programme. It goes on to indicate preparatory work and investigatory guidance for the expert. Section 5 describes attributes of an excellent OEF programme. Appended to these guidelines are examples of OEF documents from various plants. These are intended to help the expert by demonstrating the actual implementation of OEF in practice. These guidelines are in no way intended to conflict with existing national regulations and rules. A comprehensive OEF programme, as described in Section 2, would be impossible to evaluated in detail in the amount of time typically allocated for assessing OEF in an OSART review. The expert must use his or her time wisely by concentrating on those areas that appear to be the weakest

  3. Understanding constructive feedback: a commitment between teachers and students for academic and professional development.

    Science.gov (United States)

    Hamid, Yasir; Mahmood, Sajid

    2010-03-01

    This review highlights the need in the Pakistani medical education system for teachers and students to be able to: define constructive feedback; provide constructive feedback; identify standards for constructive feedback; identify a suitable model for the provision of constructive feedback and evaluate the use of constructive feedback. For the purpose of literature review we had defined the key word glossary as: feedback, constructive feedback, teaching constructive feedback, models for feedback, models for constructive feedback and giving and receiving feedback. The data bases for the search include: Medline (EBSCO), Web of Knowledge, SCOPUS, TRIP, ScienceDirect, Pubmed, U.K. Pubmed Central, ZETOC, University of Dundee Library catalogue, SCIRUS (Elsevier) and Google Scholar. This article states that the Pakistani medical schools do not reflect on or use the benefits of the constructive feedback process. The discussion about constructive feedback suggests that in the context of Pakistan, constructive feedback will facilitate the teaching and learning activities.

  4. Synthesis of human-nature feedbacks

    Directory of Open Access Journals (Sweden)

    Vanessa Hull

    2015-09-01

    Full Text Available In today's globalized world, humans and nature are inextricably linked. The coupled human and natural systems (CHANS framework provides a lens with which to understand such complex interactions. One of the central components of the CHANS framework involves examining feedbacks among human and natural systems, which form when effects from one system on another system feed back to affect the first system. Despite developments in understanding feedbacks in single disciplines, interdisciplinary research on CHANS feedbacks to date is scant and often site-specific, a shortcoming that prevents complex coupled systems from being fully understood. The special feature "Exploring Feedbacks in Coupled Human and Natural Systems (CHANS" makes strides to fill this critical gap. Here, as an introduction to the special feature, we provide an overview of CHANS feedbacks. In addition, we synthesize key CHANS feedbacks that emerged in the papers of this special feature across agricultural, forest, and urban landscapes. We also examine emerging themes explored across the papers, including multilevel feedbacks, time lags, and surprises as a result of feedbacks. We conclude with recommendations for future research that can build upon the foundation provided in the special feature.

  5. 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)

  6. 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.

  7. 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 feedba...... 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....

  8. 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...

  9. Feedback stabilization initiative

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-06-01

    Much progress has been made in attaining high confinement regimes in magnetic confinement devices. These operating modes tend to be transient, however, due to the onset of MHD instabilities, and their stabilization is critical for improved performance at steady state. This report describes the Feedback Stabilization Initiative (FSI), a broad-based, multi-institutional effort to develop and implement methods for raising the achievable plasma betas through active MHD feedback stabilization. A key element in this proposed effort is the Feedback Stabilization Experiment (FSX), a medium-sized, national facility that would be specifically dedicated to demonstrating beta improvement in reactor relevant plasmas by using a variety of MHD feedback stabilization schemes.

  10. Feedback stabilization initiative

    International Nuclear Information System (INIS)

    1997-06-01

    Much progress has been made in attaining high confinement regimes in magnetic confinement devices. These operating modes tend to be transient, however, due to the onset of MHD instabilities, and their stabilization is critical for improved performance at steady state. This report describes the Feedback Stabilization Initiative (FSI), a broad-based, multi-institutional effort to develop and implement methods for raising the achievable plasma betas through active MHD feedback stabilization. A key element in this proposed effort is the Feedback Stabilization Experiment (FSX), a medium-sized, national facility that would be specifically dedicated to demonstrating beta improvement in reactor relevant plasmas by using a variety of MHD feedback stabilization schemes

  11. 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...

  12. Effective Instructor Feedback: Perceptions of Online Graduate Students

    Directory of Open Access Journals (Sweden)

    Beverley Getzlaf

    2009-07-01

    Full Text Available This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students’ perceptions of the content of effective instructor feedback (“what should be included in effective feedback?” and the process of effective instructor feedback (“how should effective feedback be provided?”. The participants were students completing health-related graduate courses offered exclusively online. Data were collected via a survey that included open ended questions inviting participants to share their perspectives regarding effective online instructor feedback. Thematic analysis revealed five major themes: student involvement/individualization, gentle guidance, being positively constructive, timeliness and future orientation. We conclude that effective instructor feedback has positive outcomes for the students. Future studies are warranted to investigate strategies to make feedback a mutual process between instructor and student that supports an effective feedback cycle.

  13. Black hole feedback on the first galaxies

    Science.gov (United States)

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

    2012-09-01

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

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

    Science.gov (United States)

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

    2016-01-01

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

  15. From Static Output Feedback to Structured Robust Static Output Feedback: A Survey

    OpenAIRE

    Sadabadi , Mahdieh ,; Peaucelle , Dimitri

    2016-01-01

    This paper reviews the vast literature on static output feedback design for linear time-invariant systems including classical results and recent developments. In particular, we focus on static output feedback synthesis with performance specifications, structured static output feedback, and robustness. The paper provides a comprehensive review on existing design approaches including iterative linear matrix inequalities heuristics, linear matrix inequalities with rank constraints, methods with ...

  16. Influence of feedback characteristics on perceived learning value of feedback in clerkships: does culture matter?

    Science.gov (United States)

    Suhoyo, Yoyo; Van Hell, Elisabeth A; Kerdijk, Wouter; Emilia, Ova; Schönrock-Adema, Johanna; Kuks, Jan B M; Cohen-Schotanus, Janke

    2017-04-05

    Various feedback characteristics have been suggested to positively influence student learning. It is not clear how these feedback characteristics contribute to students' perceived learning value of feedback in cultures classified low on the cultural dimension of individualism and high on power distance. This study was conducted to validate the influence of five feedback characteristics on students' perceived learning value of feedback in an Indonesian clerkship context. We asked clerks in Neurology (n = 169) and Internal Medicine (n = 132) to assess on a 5-point Likert scale the learning value of the feedback they received. We asked them to record whether the feedback provider (1) informed the student what went well, (2) mentioned which aspects of performance needed improvement, (3) compared the student's performance to a standard, (4) further explained or demonstrated the correct performance, and (5) prepared an action plan with the student to improve performance. Data were analyzed using multilevel regression. A total of 250 students participated in this study, 131 from Internal Medicine (response rate 99%) and 119 from Neurology (response rate 70%). Of these participants, 225 respondents (44% males, 56% females) completed the form and reported 889 feedback moments. Students perceived feedback as more valuable when the feedback provider mentioned their weaknesses (β = 0.153, p learning value of feedback. No gender differences were found for perceived learning value. In Indonesia, we could validate four out of the five characteristics for effective feedback. We argue that our findings relate to culture, in particular to the levels of individualism and power distance. The recognized characteristics of what constitutes effective feedback should be validated across cultures.

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

    Science.gov (United States)

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

    2004-01-01

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

  18. Comparative Proteomic Analysis Provides insight into the Key Proteins as Possible Targets Involved in Aspirin Inhibiting Biofilm Formation of Staphylococcus xylosus

    Directory of Open Access Journals (Sweden)

    Chang-Geng Xu

    2017-08-01

    Full Text Available Staphylococcus xylosus is an opportunistic pathogen that causes infection in humans and cow mastitis. And S. xylosus possesses a strong ability to form biofilms in vitro. As biofilm formation facilitates resistance to antimicrobial agents, the discovery of new medicinal properties for classic drugs is highly desired. Aspirin, which is the most common active component of non-steroidal anti-inflammatory compounds, affects the biofilm-forming capacity of various bacterial species. We have found that aspirin effectively inhibits biofilm formation of S. xylosus by Crystal violet (CV staining and scanning electron microscopy analyses. The present study sought to elucidate possible targets of aspirin in suppressing S. xylosus biofilm formation. Based on an isobaric tag for relative and absolute quantitation (iTRAQ fold-change of >1.2 or <0.8 (P-value < 0.05, 178 differentially expressed proteins, 111 down-regulated and 67 up-regulated, were identified after application of aspirin to cells at a 1/2 minimal inhibitory concentration. Gene ontology analysis indicated enrichment in metabolic processes for the majority of the differentially expressed proteins. We then used the Kyoto Encyclopedia of Genes and Genomes (KEGG pathway database to analyze a large number of differentially expressed proteins and identified genes involved in biosynthesis of amino acids pathway, carbon metabolism (pentose phosphate and glycolytic pathways, tricarboxylic acid cycle and nitrogen metabolism (histidine metabolism. These novel proteins represent candidate targets in aspirin-mediated inhibition of S. xylosus biofilm formation at sub-MIC levels. The findings lay the foundation for further studies to identify potential aspirin targets.

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

    Science.gov (United States)

    Ernst, Benjamin; Steinhauser, Marco

    2018-04-06

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

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

    Science.gov (United States)

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

    2014-01-01

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

  1. Feedback For Helpers

    Science.gov (United States)

    Stromer, Walter F.

    1975-01-01

    The author offers some feedback to those in the helping professions in three areas: (1) forms and letters; (2) jumping to conclusions; and (3) blaming and belittling, in hopes of stimulating more feedback as well as more positive ways of performing their services. (HMV)

  2. 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...

  3. The Use of Collaborative Midterm Student Evaluations to Provide Actionable Results

    Science.gov (United States)

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

    2016-01-01

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

  4. Preface: Multiscale feedbacks in ecogeomorphology

    Science.gov (United States)

    Wheaton, Joseph M.; Gibbins, Chris; Wainwright, John; Larsen, Laurel G.; McElroy, Brandon

    2011-01-01

    Geomorphic systems are known to exhibit nonlinear responses to physical–biological feedbacks (Thornes, 1985; Baas, 2002; Reinhardt et al., 2010). These responses make understanding and/or predicting system response to change highly challenging. With growing concerns over ecosystem health, a pressing need exists for research that tries to elucidate these feedbacks (Jerolmack, 2008; Darby, 2010; National Research Council, 2010). A session was convened at the Fall 2008 meeting of the American Geophysical Union (AGU) to provide an outlet for some of this truly interdisciplinary and original research, which is central to understanding geomorphic and ecological dynamics. The session attracted over 39 contributions, which were divided into two well-attended oral sessions and a very busy poster session. This special issue presents new research from the AGU session, which highlights clear physical–biological feedbacks. The aim is to bring together contrasting perspectives on biological and geomorphic feedbacks in a diversity of physiographic settings, ranging from wetlands and estuaries, through rivers, to uplands. These papers highlight biological and physical feedbacks which involve the modulation or amplification of geomorphic processes. These papers will be of interest to a core geomorphology audience, and should also draw attention from the fields of ecohydraulics, hydroecology, ecohydrology, ecomorphology, biogeochemistry and biogeography, and biogeomorphology as well as the more traditional fields of hydrology, ecology and biology. In this preface to the special issue, we a) review past contributions to the emerging field of ecogeomorphology and related disciplines, b) provide some context for how this topical special issue came to fruition, and c) summarize the contributions to this special issue.

  5. Velocity Feedback Experiments

    Directory of Open Access Journals (Sweden)

    Chiu Choi

    2017-02-01

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

  6. 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....

  7. Final report, Feedback limitations of photosynthesis

    Energy Technology Data Exchange (ETDEWEB)

    Sharkey, Thomas D.

    1999-07-22

    Final report of research on carbon metabolism of photosynthesis. The feedback from carbon metabolism to primary photosynthetic processes is summarized, and a comprehensive list of published scientific papers is provided.

  8. Self-Directed Learning with Feedback

    Science.gov (United States)

    Choi, Youngeun; Anderson, William

    2016-01-01

    This article describes a weekly writing assignment named SelFeed (Self-Directed Learning with Feedback), in which students are asked to identify their own questions relevant to the lecture content and provide logical answers.

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

    Directory of Open Access Journals (Sweden)

    Yeon-Kyoung eWoo

    2015-06-01

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

  10. Improving the Effectiveness of Peer Feedback for Learning

    Science.gov (United States)

    Gielen, Sarah; Peeters, Elien; Dochy, Filip; Onghena, Patrick; Struyven, Katrien

    2010-01-01

    The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43…

  11. 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,…

  12. A Content Analysis of Peer Feedback in Triadic Supervision

    Science.gov (United States)

    Avent, Janeé R.; Wahesh, Edward; Purgason, Lucy L.; Borders, L. DiAnne; Mobley, A. Keith

    2015-01-01

    There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three…

  13. Peer Feedback in Second Language Writing (2005-2014)

    Science.gov (United States)

    Yu, Shulin; Lee, Icy

    2016-01-01

    This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005-2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer…

  14. Teacher Feedback during Active Learning: Current Practices in Primary Schools

    Science.gov (United States)

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

    2013-01-01

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

  15. Artificial proprioceptive feedback for myoelectric control.

    Science.gov (United States)

    Pistohl, Tobias; Joshi, Deepak; Ganesh, Gowrishankar; Jackson, Andrew; Nazarpour, Kianoush

    2015-05-01

    The typical control of myoelectric interfaces, whether in laboratory settings or real-life prosthetic applications, largely relies on visual feedback because proprioceptive signals from the controlling muscles are either not available or very noisy. We conducted a set of experiments to test whether artificial proprioceptive feedback, delivered noninvasively to another limb, can improve control of a two-dimensional myoelectrically-controlled computer interface. In these experiments, participants were required to reach a target with a visual cursor that was controlled by electromyogram signals recorded from muscles of the left hand, while they were provided with an additional proprioceptive feedback on their right arm by moving it with a robotic manipulandum. Provision of additional artificial proprioceptive feedback improved the angular accuracy of their movements when compared to using visual feedback alone but did not increase the overall accuracy quantified with the average distance between the cursor and the target. The advantages conferred by proprioception were present only when the proprioceptive feedback had similar orientation to the visual feedback in the task space and not when it was mirrored, demonstrating the importance of congruency in feedback modalities for multi-sensory integration. Our results reveal the ability of the human motor system to learn new inter-limb sensory-motor associations; the motor system can utilize task-related sensory feedback, even when it is available on a limb distinct from the one being actuated. In addition, the proposed task structure provides a flexible test paradigm by which the effectiveness of various sensory feedback and multi-sensory integration for myoelectric prosthesis control can be evaluated.

  16. Social closeness and feedback modulate susceptibility to the framing effect

    OpenAIRE

    Sip, Kamila E.; Smith, David V.; Porcelli, Anthony J.; Kar, Kohitij; Delgado, Mauricio R.

    2014-01-01

    Although, we often seek social feedback from others to help us make decisions, little is known about how social feedback affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision making is modulated by social feedback valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity t...

  17. Assessing feedback in a mobile videogame

    Science.gov (United States)

    Player feedback is an important part of serious games, although there is no consensus regarding its delivery or optimal content. "Mommio" is a serious game designed to help mothers motivate their preschoolers to eat vegetables. The purpose of this study was to assess optimal format and content of pl...

  18. Feedback and efficient behavior.

    Directory of Open Access Journals (Sweden)

    Sandro Casal

    Full Text Available Feedback is an effective tool for promoting efficient behavior: it enhances individuals' awareness of choice consequences in complex settings. Our study aims to isolate the mechanisms underlying the effects of feedback on achieving efficient behavior in a controlled environment. We design a laboratory experiment in which individuals are not aware of the consequences of different alternatives and, thus, cannot easily identify the efficient ones. We introduce feedback as a mechanism to enhance the awareness of consequences and to stimulate exploration and search for efficient alternatives. We assess the efficacy of three different types of intervention: provision of social information, manipulation of the frequency, and framing of feedback. We find that feedback is most effective when it is framed in terms of losses, that it reduces efficiency when it includes information about inefficient peers' behavior, and that a lower frequency of feedback does not disrupt efficiency. By quantifying the effect of different types of feedback, our study suggests useful insights for policymakers.

  19. Feedback - fra et elevperspektiv

    DEFF Research Database (Denmark)

    Petersen, Benedikte Vilslev; Pedersen, Bent Sortkær

    Feedback bliver i litteraturen igen og igen fremhævet som et af de mest effektive midler til at fremme elevers præstationer i skolen (Hattie og Timperley, 2007). Andre studier er dog inde på at feedback ikke altid er læringsfremmende og nogle viser endda at feedback kan have en negativ virkning i...... forhold til præstationer (Kluger & DeNisi, 1996). I forsøget på at forklare hvordan og hvorfor feedback virker (forskelligt), er der undersøgt flere dimensioner og forhold omkring feedback (se bl.a. Black og Wiliam, 1998; Hattie og Timperley, 2007; Shute, 2008). Dog er der få studier der undersøger...... hvordan feedback opleves fra et elevperspektiv (Ruiz-Primo og Li, 2013). Samtidig er der i feedbacklitteraturen en mangel på kvalitative studier, der kommer tæt på fænomenet feedback, som det viser sig i klasserummet (Ruiz-Primo og Li, 2013) i naturlige omgivelser (Black og Wiliam, 1998), og hvordan...

  20. Receptivity to Learner-Driven Feedback in EAP

    Science.gov (United States)

    Maas, Clare

    2017-01-01

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

  1. Developing classroom formative assessment in dutch primary mathematics education

    NARCIS (Netherlands)

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

    2016-01-01

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

  2. Training effectiveness feedback

    International Nuclear Information System (INIS)

    Wiggin, N.A.

    1987-01-01

    A formal method of getting feedback about the job performance of employees is a necessary part of all the authors training programs. The formal process may prove to be inadequate if it is the only process in use. There are many ways and many opportunities to get good feedback about employee performance. It is important to document these methods and specific instances to supplement the more formalized process. The key is to identify them, encourage them, use them, and document the training actions that result from them. This paper describes one plant's method of getting feedback about performance of technicians in the field

  3. Feedback System Theory

    Science.gov (United States)

    1978-11-01

    R 2. GOVT A $ SION NO. 3 RIEqLPýIVT’S.;TALOG NUMBER r/ 4. TITLE (and wbiFflT, -L M4 1 , FEEDBACK SYSTEM THEORY ~r Inter in- 6. PERFORMING ORG. REPORT...ANNUAL REPORT FEEDBACK SYSTEM THEORY AFOSR GRANT NO. 76-2946B Air Force Office of Scientific Research for year ending October 31, 1978 79 02 08 L|I...re less stringent than in other synthesis techniques which cannot handle significant parameter uncertainty. _I FEEDBACK SYSTEM THEORY 1. Introduction

  4. Brugbar peer feedback

    DEFF Research Database (Denmark)

    Hvass, Helle; Heger, Stine

    Studerende kan være medskabere af undervisning i akademisk skrivning, når de modtager og giver feedback til hinandens ufærdige akademiske tekster. Det ser vi i et udviklingsprojekt, hvor vi afprøver kollektive vejledningsformater. Vi har dog erfaret: 1. at studerende mangler træning i at give og ...... modtage feedback 2. at den manglende træning kan stå i vejen for realiseringen af læringspotentialet ved peer feedback....

  5. The role of feedback in improving the effectiveness of workplace based assessments: a systematic review.

    Science.gov (United States)

    Saedon, Habiba; Salleh, Shizalia; Balakrishnan, Arun; Imray, Christopher H E; Saedon, Mahmud

    2012-05-02

    With recent emphasis placed on workplace based assessment (WBA) as a method of formative performance assessment, there is limited evidence in the current literature regarding the role of feedback in improving the effectiveness of WBA. The aim of this systematic review was to elucidate the impact of feedback on the effectiveness of WBA in postgraduate medical training. Searches were conducted using the following bibliographic databases to identify original published studies related to WBA and the role of feedback: Medline (1950-December 2010), Embase (1980-December 2010) and Journals@Ovid (English language only, 1996-December 2010). Studies which attempted to evaluate the role of feedback in WBA involving postgraduate doctors were included. 15 identified studies met the inclusion criteria and minimum quality threshold. They were heterogeneous in methodological design. 7 studies focused on multi source feedback, 3 studies were based on mini-clinical evaluation exercise, 2 looked at procedural based assessment, one study looked at workplace based assessments in general and 2 studies looked at a combination of 3 to 6 workplace based assessments. 7 studies originated from the United Kingdom. Others were from Canada, the United States and New Zealand. Study populations were doctors in various grades of training from a wide range of specialties including general practice, general medicine, general surgery, dermatology, paediatrics and anaesthetics. All studies were prospective in design, and non-comparative descriptive or observational studies using a variety of methods including questionnaires, one to one interviews and focus groups. The evidence base contains few high quality conclusive studies and more studies are required to provide further evidence for the effect of feedback from workplace based assessment on subsequent performance. There is, however, good evidence that if well implemented, feedback from workplace based assessments, particularly multisource feedback

  6. The role of feedback in improving the effectiveness of workplace based assessments: a systematic review

    Directory of Open Access Journals (Sweden)

    Saedon Habiba

    2012-05-01

    Full Text Available Abstract Background With recent emphasis placed on workplace based assessment (WBA as a method of formative performance assessment, there is limited evidence in the current literature regarding the role of feedback in improving the effectiveness of WBA. The aim of this systematic review was to elucidate the impact of feedback on the effectiveness of WBA in postgraduate medical training. Methods Searches were conducted using the following bibliographic databases to identify original published studies related to WBA and the role of feedback: Medline (1950-December 2010, Embase (1980-December 2010 and Journals@Ovid (English language only, 1996-December 2010. Studies which attempted to evaluate the role of feedback in WBA involving postgraduate doctors were included. Results 15 identified studies met the inclusion criteria and minimum quality threshold. They were heterogeneous in methodological design. 7 studies focused on multi source feedback, 3 studies were based on mini-clinical evaluation exercise, 2 looked at procedural based assessment, one study looked at workplace based assessments in general and 2 studies looked at a combination of 3 to 6 workplace based assessments. 7 studies originated from the United Kingdom. Others were from Canada, the United States and New Zealand. Study populations were doctors in various grades of training from a wide range of specialties including general practice, general medicine, general surgery, dermatology, paediatrics and anaesthetics. All studies were prospective in design, and non-comparative descriptive or observational studies using a variety of methods including questionnaires, one to one interviews and focus groups. Conclusions The evidence base contains few high quality conclusive studies and more studies are required to provide further evidence for the effect of feedback from workplace based assessment on subsequent performance. There is, however, good evidence that if well implemented, feedback from

  7. Useful but Different: Resident Physician Perceptions of Interprofessional Feedback.

    Science.gov (United States)

    Vesel, Travis P; O'Brien, Bridget C; Henry, Duncan M; van Schaik, Sandrijn M

    2016-01-01

    Phenomenon: Based on recently formulated interprofessional core competencies, physicians are expected to incorporate feedback from other healthcare professionals. Based on social identity theory, physicians likely differentiate between feedback from members of their own profession and others. The current study examined residents' experiences with, and perceptions of, interprofessional feedback. In 2013, Anesthesia, Obstetrics-Gynecology, Pediatrics, and Psychiatry residents completed a survey including questions about frequency of feedback from different professionals and its perceived value (5-point scale). The authors performed an analysis of variance to examine interactions between residency program and profession of feedback provider. They conducted follow-up interviews with a subset of residents to explore reasons for residents' survey ratings. Fifty-two percent (131/254) of residents completed the survey, and 15 participated in interviews. Eighty percent of residents reported receiving written feedback from physicians, 26% from nurses, and less than 10% from other professions. There was a significant interaction between residency program and feedback provider profession, F(21, 847) = 3.82, p feedback provider profession, F(7, 847) = 73.7, p feedback from attending physicians higher than feedback from others, and anesthesia residents rated feedback from other professionals significantly lower than other residents. Ten major themes arose from qualitative data analysis, which revealed an overall positive attitude toward interprofessional feedback and clarified reasons behind residents' perceptions and identified barriers. Insights: Residents in our study reported limited exposure to interprofessional feedback and valued such feedback less than intraprofessional feedback. However, our data suggest opportunities exist for effective utilization of interprofessional feedback.

  8. Oligomeric states of the Shigella translocator protein IpaB provide structural insights into formation of the type III secretion translocon

    Science.gov (United States)

    Dickenson, Nicholas E; Choudhari, Shyamal P; Adam, Philip R; Kramer, Ryan M; Joshi, Sangeeta B; Middaugh, C Russell; Picking, Wendy L; Picking, William D

    2013-01-01

    The Shigella flexneri Type III secretion system (T3SS) senses contact with human intestinal cells and injects effector proteins that promote pathogen entry as the first step in causing life threatening bacillary dysentery (shigellosis). The Shigella Type III secretion apparatus (T3SA) consists of an anchoring basal body, an exposed needle, and a temporally assembled tip complex. Exposure to environmental small molecules recruits IpaB, the first hydrophobic translocator protein, to the maturing tip complex. IpaB then senses contact with a host cell membrane, forming the translocon pore through which effectors are delivered to the host cytoplasm. Within the bacterium, IpaB exists as a heterodimer with its chaperone IpgC; however, IpaB's structural state following secretion is unknown due to difficulties isolating stable protein. We have overcome this by coexpressing the IpaB/IpgC heterodimer and isolating IpaB by incubating the complex in mild detergents. Interestingly, preparation of IpaB with n-octyl-oligo-oxyethylene (OPOE) results in the assembly of discrete oligomers while purification in N,N-dimethyldodecylamine N-oxide (LDAO) maintains IpaB as a monomer. In this study, we demonstrate that IpaB tetramers penetrate phospholipid membranes to allow a size-dependent release of small molecules, suggesting the formation of discrete pores. Monomeric IpaB also interacts with liposomes but fails to disrupt them. From these and additional findings, we propose that IpaB can exist as a tetramer having inherent flexibility, which allows it to cooperatively interact with and insert into host cell membranes. This event may then lay the foundation for formation of the Shigella T3SS translocon pore. PMID:23456854

  9. Feedback: an essential element of student learning in clinical practice.

    Science.gov (United States)

    Clynes, Mary P; Raftery, Sara E C

    2008-11-01

    Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.

  10. EFFECTS OF THREE FEEDBACK CONDITIONS ON AEROBIC SWIM SPEEDS

    Directory of Open Access Journals (Sweden)

    Pedro Pérez Soriano

    2009-03-01

    Full Text Available The purpose of this study was twofold: (a to develop an underwater chronometer capable to provide feedback while the athlete is swimming, as well as being a control tool for the coach, and (b to analyse its feedback effect on swim pace control compared with feedback provided by the coach and with no feedback, in 25 m and 50 m swimming pools. 30 male swimmers of national level volunteer to participate. Each swimmer swam 3 x 200 m at aerobic speed (AS and 3 x 200 m just under the anaerobic threshold speed (AnS, each swam repetition with a different feedback condition: chronometer, coach and without feedback. Results (a validate the chronometer system developed and (b show that swimmers pace control is affected by the type of feedback provided, the swim speed elected and the size of the swimming pool

  11. 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

  12. Random distributed feedback fibre lasers

    International Nuclear Information System (INIS)

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

    2014-01-01

    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

  13. 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...

  14. 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...

  15. Generalized fast feedback system in the SLC

    International Nuclear Information System (INIS)

    Hendrickson, L.; Allison, S.; Gromme, T.; Himel, T.; Krauter, K.; Rouse, F.; Sass, R.; Shoaee, H.

    1992-01-01

    A generalized fast feedback system has been developed to stabilize beams at various locations in the SLC. The system is designed to perform measurements and change actuator settings to control beam states such as position, angle and energy on a pulse to pulse basis. The software design is based on the state space formalism of digital control theory. The system is database-driven, facilitating the addition of new loops without requiring additional software. A communications system, KISNet, provides fast communications links between microprocessors for feedback loops which involve multiple micros. Feedback loops have been installed in seventeen locations throughout the SLC and have proven to be invaluable in stabilizing the machine. (author)

  16. Generalized fast feedback system in the SLC

    International Nuclear Information System (INIS)

    Hendrickson, L.; Allison, S.; Gromme, T.; Himel, T.; Krauter, K.; Rouse, F.; Sass, R.; Shoaee, H.

    1991-11-01

    A generalized fast feedback system has been developed to stabilize beams at various locations in the SLC. The system is designed to perform measurements and change actuator settings to control beam states such as position, angle and energy on a pulse to pulse basis. The software design is based on the state space formalism of digital control theory. The system is database-driven, facilitating the addition of new loops without requiring additional software. A communications system, KISNet, provides fast communications links between microprocessors for feedback loops which involve multiple micros. Feedback loops have been installed in seventeen locations throughout the SLC and have proven to be invaluable in stabilizing the machine

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

    Science.gov (United States)

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

    2010-01-01

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

  18. Daresbury SRS Positional Feedback Systems

    CERN Document Server

    Smith, S L

    2000-01-01

    The Daresbury SRS is a second generation synchrotron radiation source which ramps from its injection energy of 600 MeV to 2.0 GeV. Beam orbit feedback systems have been in routine operation on the SRS since 1994 and are now an essential element in delivering stable photon beams to experimental stations. The most recent enhancements to these systems have included the introduction of a ramp servo system to provide the orbit control demanded by the installation of two new narrow gap insertion device and development of the vertical orbit feedback system to cope with an increasing number of photon beamlines. This paper summaries the current status of these systems and briefly discusses proposed developments.

  19. Sensory feedback in upper limb prosthetics.

    Science.gov (United States)

    Antfolk, Christian; D'Alonzo, Marco; Rosén, Birgitta; Lundborg, Göran; Sebelius, Fredrik; Cipriani, Christian

    2013-01-01

    One of the challenges facing prosthetic designers and engineers is to restore the missing sensory function inherit to hand amputation. Several different techniques can be employed to provide amputees with sensory feedback: sensory substitution methods where the recorded stimulus is not only transferred to the amputee, but also translated to a different modality (modality-matched feedback), which transfers the stimulus without translation and direct neural stimulation, which interacts directly with peripheral afferent nerves. This paper presents an overview of the principal works and devices employed to provide upper limb amputees with sensory feedback. The focus is on sensory substitution and modality matched feedback; the principal features, advantages and disadvantages of the different methods are presented.

  20. PEP-II RF feedback system simulation

    Energy Technology Data Exchange (ETDEWEB)

    Tighe, R [Stanford Linear Accelerator Center, Menlo Park, CA (United States)

    1996-08-01

    A model containing the fundamental impedance of the PEP-II cavity along with the longitudinal beam dynamics and RF feedback system components is in use. It is prepared in a format allowing time-domain as well as frequency-domain analysis and full graphics capability. Matlab and Simulink are control system design and analysis programs (widely available) with many built-in tools. The model allows the use of compiled C-code modules for compute intensive portions. We desire to represent as nearly as possible the components of the feedback system including all delays, sample rates and applicable nonlinearities. (author)

  1. The Effect of Information Feedback in Construction Bidding

    Directory of Open Access Journals (Sweden)

    Alexander Soo

    2010-07-01

    Full Text Available  With the goal to achieve efficiency in bidding competitions, many codes of bidding procedure recommend clients provide contractors with bidding feedback information. Contractors strive to bid competitively via learning based on their experiences in past bidding attempts. The level of bidding feedback information, however, varies across clients. In many cases, clients do not provide feedback or provide insufficient feedback to contractors. Focussing on two information feedback conditions (full and partial, we examine: (i the changes in bidding trend over time, and (ii the effects of bidding feedback information on bidders’ competitiveness in bidding. Data were gathered using a bidding experiment that involved student (inexperienced bidders with a construction project management background. The results show that the variations in bids over time for full information feedback condition are statistically significant, but not for bids from bidders with partial bidding feedback information. Bidders with full bidding feedback information are more competitive than those with partial bidding feedback information. The findings add to both our theoretical and empirical understanding of construction bidding: an understanding of the process of changes in the price of building work, and how the process can be manipulated through the release of bidding feedback information.

  2. The challenge of giving written thesis feedback to nursing students.

    Science.gov (United States)

    Tuvesson, Hanna; Borglin, Gunilla

    2014-11-01

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

  3. Operation of the transverse feedback system at the CERN SPS

    International Nuclear Information System (INIS)

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

    1987-01-01

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

  4. Relevance Feedback in Content Based Image Retrieval: A Review

    Directory of Open Access Journals (Sweden)

    Manesh B. Kokare

    2011-01-01

    Full Text Available This paper provides an overview of the technical achievements in the research area of relevance feedback (RF in content-based image retrieval (CBIR. Relevance feedback is a powerful technique in CBIR systems, in order to improve the performance of CBIR effectively. It is an open research area to the researcher to reduce the semantic gap between low-level features and high level concepts. The paper covers the current state of art of the research in relevance feedback in CBIR, various relevance feedback techniques and issues in relevance feedback are discussed in detail.

  5. Residential Feedback Devices and Programs. Opportunities for Natural Gas

    Energy Technology Data Exchange (ETDEWEB)

    Kerr, R. [Building America Partnership for Improved Residential Construction (BA-PIRC), Cocoa, FL (United States); Tondro, M. [Building America Partnership for Improved Residential Construction (BA-PIRC), Cocoa, FL (United States)

    2012-12-01

    Behavior-based approaches have been a growing interest in the energy efficiency field over recent years and the use of residential energy feedback has garnered particular interest. By providing an increased level of detail, feedback can greatly increase a consumer’s understanding of how energy is used in their home. This project reviewed the existing body of research on electricity feedback to identify parallel lessons for gas, discussed the benefits and challenges of different types of feedback, and identifying three feedback options that show strong potential for natural gas savings.

  6. Residential Feedback Devices and Programs: Opportunities for Natural Gas

    Energy Technology Data Exchange (ETDEWEB)

    Kerr, R.; Tondro, M.

    2012-12-01

    Behavior-based approaches have been a growing interest in the energy efficiency field over recent years and the use of residential energy feedback has garnered particular interest. By providing an increased level of detail, feedback can greatly increase a consumer's understanding of how energy is used in their home. This project reviewed the existing body of research on electricity feedback to identify parallel lessons for gas, discussed the benefits and challenges of different types of feedback, and identifying three feedback options that show strong potential for natural gas savings.

  7. Comprehensive feedback on trainee surgeons’ non-technical skills

    Science.gov (United States)

    Dieckmann, Peter; Beier-Holgersen, Randi; Rosenberg, Jacob; Oestergaard, Doris

    2015-01-01

    Objectives This study aimed to explore the content of conversations, feedback style, and perceived usefulness of feedback to trainee surgeons when conversations were stimulated by a tool for assessing surgeons’ non-technical skills. Methods Trainee surgeons and their supervisors used the Non-Technical Skills for Surgeons in Denmark tool to stimulate feedback conversations. Audio recordings of post-operation feedback conversations were collected. Trainees and supervisors provided questionnaire responses on the usefulness and comprehensiveness of the feedback. The feedback conversations were qualitatively analyzed for content and feedback style. Usefulness was investigated using a scale from 1 to 5 and written comments were qualitatively analyzed. Results Six trainees and six supervisors participated in eight feedback conversations. Eighty questionnaires (response rate 83 percent) were collected from 13 trainees and 12 supervisors. Conversations lasted median eight (2-15) minutes. Supervisors used the elements and categories in the tool to structure the content of the conversations. Supervisors tended to talk about the trainees’ actions and their own frames rather than attempting to understand the trainees’ perceptions. Supervisors and trainees welcomed the feedback opportunity and agreed that the conversations were useful and comprehensive. Conclusions The content of the feedback conversations reflected the contents of the tool and the feedback was considered useful and comprehensive. However, supervisors talked primarily about their own frames, so in order for the feedback to reach its full potential, supervisors may benefit from training techniques to stimulate a deeper reflection among trainees. PMID:25602262

  8. 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.

  9. Quelles aides les formations hybrides en langues proposent-elles à l'apprenant pour favoriser son autonomie ? What kind of assistance do blended language learning courses provide to learners in order to foster their autonomy?

    Directory of Open Access Journals (Sweden)

    Elke Nissen

    2007-11-01

    Full Text Available L'apprenant qui suit une formation hybride en langues travaille partiellement à distance, ce qui lui demande une certaine autonomie. La question alors est de savoir si ces formations soutiennent l'apprenant dans le développement de son autonomie et si oui, comment. Les réponses des concepteurs de huit formations hybrides à un questionnaire auto-administré montrent que les nécessaires développement et soutien de l'autonomie sont toujours respectés ; ainsi, ces huit formations proposent des aides pour favoriser l'autonomie dans les domaines technique, méthodologique, social et, bien sûr, langagier. Développer ces autonomies semble donc être devenu un standard dans le cadre des formations observées. En revanche, les autonomies de type psycho-affectif, informationnel, cognitif et métacognitif ne sont pas prises en considération dans toutes les formations.When taking a blended learning course, a learner works partially at a distance, which requires some autonomy. The aim of this study is to find out whether blended learning courses sustain the development of learner autonomy and if they do so, how they do it. The statements that 8 course designers made in a questionnaire show that their courses always help the learners to become or to be autonomous. All 8 courses provide assistance (advice, information and activities in order to foster technical, methodological, social and, of course, language autonomy. Consequently, sustaining these four types of autonomy seems to have become a standard in blended learning courses. But, on the contrary, assistance for other types of autonomy is not systematically provided: only several of these courses help the learners to develop psycho affective, informational, cognitive and metacognive autonomy.

  10. Haptic feedback can provide an objective assessment of arthroscopic skills.

    Science.gov (United States)

    Chami, George; Ward, James W; Phillips, Roger; Sherman, Kevin P

    2008-04-01

    The outcome of arthroscopic procedures is related to the surgeon's skills in arthroscopy. Currently, evaluation of such skills relies on direct observation by a surgeon trainer. This type of assessment, by its nature, is subjective and time-consuming. The aim of our study was to identify whether haptic information generated from arthroscopic tools could distinguish between skilled and less skilled surgeons. A standard arthroscopic probe was fitted with a force/torque sensor. The probe was used by five surgeons with different levels of experience in knee arthroscopy performing 11 different tasks in 10 standard knee arthroscopies. The force/torque data from the hand and tool interface were recorded and synchronized with a video recording of the procedure. The torque magnitude and patterns generated were analyzed and compared. A computerized system was used to analyze the force/torque signature based on general principles for quality of performance using such measures as economy in movement, time efficiency, and consistency in performance. The results showed a considerable correlation between three haptic parameters and the surgeon's experience, which could be used in an automated objective assessment system for arthroscopic surgery. Level II, diagnostic study. See the Guidelines for Authors for a complete description of levels of evidence.

  11. Making Information Literacy Instruction More Efficient by Providing Individual Feedback

    Science.gov (United States)

    Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter

    2017-01-01

    This paper presents an approach to information literacy instruction in colleges and universities that combines online and classroom learning (Blended Learning). The concept includes only one classroom seminar, so the approach presented here can replace existing one-shot sessions at colleges and universities without changes to the current workflow.…

  12. Effects of Written Peer-Feedback Content and Sender's Competence on Perceptions, Performance, and Mindful Cognitive Processing

    Science.gov (United States)

    Berndt, Markus; Strijbos, Jan-Willem; Fischer, Frank

    2018-01-01

    Peer-feedback efficiency might be influenced by the oftentimes voiced concern of students that they perceive their peers' competence to provide feedback as inadequate. Feedback literature also identifies mindful processing of (peer)feedback and (peer)feedback content as important for its efficiency, but lacks systematic investigation. In a 2 × 2…

  13. Spatial weighting of Doppler reactivity feedback

    International Nuclear Information System (INIS)

    Carew, J.F.; Diamond, D.J.; Todosow, M.

    1977-12-01

    The spatial weighting of the local Doppler feedback implicit in the determination of the core Doppler feedback reactivity has been investigated. Using a detailed planar PDQ7-II PWR model with local fuel-temperature feedback, the core Doppler spatial weight factor, S, has been determined for various control patterns and power levels. Assuming power-squared weighting of the local Doppler feedback, a simple analytic expression for S has been derived and, based on comparison with the PDQ7-II results, provides a convenient and accurate representation of the Doppler spatial weight factor. The sensitivity of these results to variations in the fuel rod heat transfer coefficients, fuel loading and the magnitude of the Doppler coefficient has also been evaluated. The dependence of the local Doppler coefficient on moderator temperature, boron concentration and control rod density has been determined and found to be weak. Selected comparisons with vendor analyses have been made and indicate general agreement

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

    Science.gov (United States)

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

    2016-01-01

    Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

    Science.gov (United States)

    Funk, Mathias; van Diggelen, Migchiel

    2017-01-01

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

  16. When Feedback Is Cognitively-Demanding: The Importance of Working Memory Capacity

    Science.gov (United States)

    Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

    2015-01-01

    Feedback is generally considered a beneficial learning tool, and providing feedback is a recommended instructional practice. However, there are a variety of feedback types with little guidance on how to choose the most effective one. We examined individual differences in working memory capacity as a potential moderator of feedback type. Second-…

  17. Formative assessment in mathematics for engineering students

    Science.gov (United States)

    Ní Fhloinn, Eabhnat; Carr, Michael

    2017-07-01

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

  18. Feedback in the OSCE: What Do Residents Remember?

    Science.gov (United States)

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

    2016-01-01

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

  19. Credit Market Information Feedback

    OpenAIRE

    Balasubramanyan, Lakshmi; Craig, Ben R.; Thomson, James B.; Zaman, Saeed

    2015-01-01

    We examine how a combination of credit market and asset quality information can jointly be used in assessing bank franchise value. We find that expectations of future credit demand and future asset quality explain contemporaneous bank franchise value, indicative of the feedback in credit market information and its consequent impact on bank franchise value.

  20. Continuous feedback fluid queues

    NARCIS (Netherlands)

    Scheinhardt, Willem R.W.; van Foreest, N.D.; Mandjes, M.R.H.

    2003-01-01

    We investigate a fluid buffer which is modulated by a stochastic background process, while the momentary behavior of the background process depends on the current buffer level in a continuous way. Loosely speaking the feedback is such that the background process behaves `as a Markov process' with

  1. 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...

  2. Portfolio, refleksion og feedback

    DEFF Research Database (Denmark)

    Hansen, Jens Jørgen; Qvortrup, Ane; Christensen, Inger-Marie F.

    2017-01-01

    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...

  3. Beam bunch feedback

    International Nuclear Information System (INIS)

    Lambertson, G.

    1995-09-01

    When the electromagnetic fields that are excited by the passage of a bundle of charged particles persist to act upon bunches that follow, then the motions of the bunches are coupled. This action between bunches circulating on a closed orbit can generate growing patterns of bunch excursions. Such growth can often be suppressed by feedback systems that detect the excursion and apply corrective forces to the bunches. To be addressed herein is feedback that acts on motions of the bunch body centers. In addition to being useful for suppressing the spontaneous growth of coupled-bunch motions, such feedback can be used to damp transients in bunches injected into an accelerator or storage ring; for hadrons which lack strong radiation damping, feedback is needed to avoid emittance growth through decoherence. Motions excited by noise in magnetic fields or accelerating rf can also be reduced by using this feedback. Whether the action is on motions that are transverse to the closed orbit or longitudinal, the arrangement is the same. Bunch position is detected by a pickup and that signal is processed and directed to a kicker that may act upon the same bunch or some other portion of the collective beam pattern. Transverse motion is an oscillation with angular frequency ν perpendicular ω o where ω o is the orbital frequency 2π line-integral o. Longitudinal synchrotron oscillation occurs at frequency ω s = ν s ω o . The former is much more rapid, ν perpendicular being on the order of 10 while ν s is typically about 10 minus 1 to 10 minus 2

  4. Peer observation and feedback of resident teaching.

    Science.gov (United States)

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

    2013-02-01

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

  5. 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.

  6. Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in their Writing

    Directory of Open Access Journals (Sweden)

    Kayatri Vasu

    2016-09-01

    Full Text Available In Malaysia, teacher feedback is highly preferred by students, who often believe that teachers know best. Teacher feedback shows them their teacher’s idea of an ideal writing. However, excessive dependence on teachers adds to their workload. Therefore, teachers are increasingly promoting two other alternative methods that are gradually gaining importance. These methods are peer feedback and self-assessment. This study investigates ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in students’ writing process. Questionnaires, adapted from the instruments in the literature, were administered to 107 randomly selected students in a private local university in Malaysia. Students found feedback given to the content and organization of their writing more useful than feedback provided for their vocabulary and grammar. It was also found that students perceived feedback from teacher, peers and self-assessment all as highly useful. Additionally the results indicated while there was no significant difference (p > .05 between the students’ perceptions toward teacher feedback and self-assessment, they were both perceived as significantly more useful (p < .001 than peer feedback. The students also perceived explicit feedback as significantly more useful (p < .001 than implicit feedback. The results of this study have implications for English language learning-teaching practitioners and researchers. They shed light on the options preferred by students in revising their writing in ESL writing classrooms. Future research on the effects of teacher feedback, peer feedback and self-assessment on students’ writing performance will provide better insight on the preferred methods in ESL writing classrooms in similar settings.

  7. Basic and supplementary sensory feedback in handwriting

    Science.gov (United States)

    Danna, Jérémy; Velay, Jean-Luc

    2015-01-01

    The mastering of handwriting is so essential in our society that it is important to try to find new methods for facilitating its learning and rehabilitation. The ability to control the graphic movements clearly impacts on the quality of the writing. This control allows both the programming of letter formation before movement execution and the online adjustments during execution, thanks to diverse sensory feedback (FB). New technologies improve existing techniques or enable new methods to supply the writer with real-time computer-assisted FB. The possibilities are numerous and various. Therefore, two main questions arise: (1) What aspect of the movement is concerned and (2) How can we best inform the writer to help them correct their handwriting? In a first step, we report studies on FB naturally used by the writer. The purpose is to determine which information is carried by each sensory modality, how it is used in handwriting control and how this control changes with practice and learning. In a second step, we report studies on supplementary FB provided to the writer to help them to better control and learn how to write. We suggest that, depending on their contents, certain sensory modalities will be more appropriate than others to assist handwriting motor control. We emphasize particularly the relevance of auditory modality as online supplementary FB on handwriting movements. Using real-time supplementary FB to assist in the handwriting process is probably destined for a brilliant future with the growing availability and rapid development of tablets. PMID:25750633

  8. Feedback effects on students' writing motivation, process, and performance

    NARCIS (Netherlands)

    Duijnhouwer, H.

    2010-01-01

    Many students’ writing capacities remain insufficient during college years (Kellogg & Whiteford, 2009). Teachers try to improve students’ writing skills by providing them with feedback on their texts. Remarkably, research on the effects of feedback provided on written products is scarce (Graham &

  9. Medicare Provider Data - Hospice Providers

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Hospice Utilization and Payment Public Use File provides information on services provided to Medicare beneficiaries by hospice providers. The Hospice PUF...

  10. Feedback in low-mass galaxies in the early Universe.

    Science.gov (United States)

    Erb, Dawn K

    2015-07-09

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

  11. Social closeness and feedback modulate susceptibility to the framing effect

    Science.gov (United States)

    Sip, Kamila E.; Smith, David V.; Porcelli, Anthony J.; Kar, Kohitij; Delgado, Mauricio R.

    2014-01-01

    Although, we often seek social feedback from others to help us make decisions, little is known about how social feedback affects decisions under risk, particularly from a close peer. We conducted two experiments using an established framing task to probe how decision making is modulated by social feedback valence (positive, negative) and the level of closeness with feedback provider (friend, confederate). Participants faced mathematically equivalent decisions framed as either an opportunity to keep (gain frame) or lose (loss frame) part of an initial endowment. Periodically, participants were provided with positive (e.g., “Nice!”) or negative (e.g., “Lame!”) feedback about their choices. Such feedback was provided by either a confederate (Experiment 1), or a gender-matched close friend (Experiment 2). As expected, the framing effect was observed in both experiments. Critically, an individual’s susceptibility to the framing effect was modulated by the valence of the social feedback, but only when the feedback provider was a close friend. This effect was reflected in the activation patterns of ventromedial prefrontal cortex and posterior cingulate cortex, regions involved in complex decision making. Taken together, these results highlight social closeness as an important factor in understanding the impact of social feedback on neural mechanisms of decision making. PMID:25074501

  12. Using Feedback Requests to Actively Involve Assessees in Peer Assessment: Effects on the Assessor's Feedback Content and Assessee's Agreement with Feedback

    Science.gov (United States)

    Voet, Michiel; Gielen, Mario; Boelens, Ruth; De Wever, Bram

    2018-01-01

    Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for…

  13. Cloud CCN feedback

    International Nuclear Information System (INIS)

    Hudson, J.G.

    1992-01-01

    Cloud microphysics affects cloud albedo precipitation efficiency and the extent of cloud feedback in response to global warming. Compared to other cloud parameters, microphysics is unique in its large range of variability and the fact that much of the variability is anthropogenic. Probably the most important determinant of cloud microphysics is the spectra of cloud condensation nuclei (CCN) which display considerable variability and have a large anthropogenic component. When analyzed in combination three field observation projects display the interrelationship between CCN and cloud microphysics. CCN were measured with the Desert Research Institute (DRI) instantaneous CCN spectrometer. Cloud microphysical measurements were obtained with the National Center for Atmospheric Research Lockheed Electra. Since CCN and cloud microphysics each affect the other a positive feedback mechanism can result

  14. Tactile Feedback for Above-Device Gesture Interfaces

    OpenAIRE

    Freeman, Euan; Brewster, Stephen; Lantz, Vuokko

    2014-01-01

    Above-device gesture interfaces let people interact in the space above mobile devices using hand and finger movements. For example, users could gesture over a mobile phone or wearable without having to use the touchscreen. We look at how above-device interfaces can also give feedback in the space over the device. Recent haptic and wearable technologies give new ways to provide tactile feedback while gesturing, letting touchless gesture interfaces give touch feedback. In this paper we take a f...

  15. RF feedback simulation results for PEP-II

    International Nuclear Information System (INIS)

    Tighe, R.; Corredoura, P.

    1995-06-01

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

  16. Classroom observation and feedback

    Directory of Open Access Journals (Sweden)

    Ana GOREA

    2016-12-01

    Full Text Available Classroom observation is a didactic activity from which both the observer and the observed teacher are to win. The present article comments on and discusses the aims of observation, the stages of observation, the methodological recommendations of offering feedback and the need to introduce a system of classroom observation at institutional or even national level, which would contribute to improving the teaching/learning process.

  17. 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.

  18. 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…

  19. Feedback, Incentives and Peer Effects

    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, feedback given halfway through the production period, and continuously updated feedback about relative performan...... behind, and frontrunners do not slack off....

  20. Bunch by bunch feedback systems

    International Nuclear Information System (INIS)

    Tobiyama, Makoto

    2006-01-01

    Outlines of bunch-by-bunch feedback systems for suppressing multibunch instabilities in electron/positron storage rings are presented. The design principles and functions of the feedback components are reviewed. Recent topics of applying very fast and dense FPGA as feedback signal processor are also shown. (author)

  1. Det ved vi om Feedback

    DEFF Research Database (Denmark)

    Christensen, Vibeke; Bærenholdt, Jørgen

    Præsentation af forskningsviden om feedback i forskellige personkonstellationer i undervisningen: Feedback fra lærer til elev, fra elever til lærer, fra elev til elev og elevens eget arbejde med feedback til sig selv. De præsenterede forskningsresultater er udvalgt dels inden for en kognitivistisk...

  2. Amount of kinematic feedback affects learning of speech motor skills.

    Science.gov (United States)

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

    2012-01-01

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

  3. Developing effective automated feedback in temporal bone surgery simulation.

    Science.gov (United States)

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

    2015-06-01

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

  4. Together, slowly but surely: the role of social interaction and feedback in the build-up of benefit in collective decision-making

    DEFF Research Database (Denmark)

    Bahrami, Bahador; Olsen, Karsten; Bang, Dan

    2011-01-01

    That objective reference is necessary for formation of reliable beliefs about the external world is almost axiomatic. However, Condorcet (1785) suggested that purely subjective information-if shared and combined via social interaction-is enough for accurate understanding of the external world. We...... asked if social interaction and objective reference contribute differently to the formation and build-up of collective perceptual beliefs. In three experiments, dyads made individual and collective perceptual decisions in a two-interval, forced-choice, visual search task. In Experiment 1, participants...... negotiated their collective decisions with each other verbally and received feedback about accuracy at the end of each trial. In Experiment 2, feedback was not given. In Experiment 3, communication was not allowed but feedback was provided. Social interaction (Experiments 1 and 2 vs. 3) resulted...

  5. 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…

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

    Science.gov (United States)

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

    2018-04-01

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

  7. 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...

  8. Nonlinear output feedback control of underwater vehicle propellers using feedback form estimated axial flow velocity

    DEFF Research Database (Denmark)

    Fossen, T. I.; Blanke, Mogens

    2000-01-01

    Accurate propeller shaft speed controllers can be designed by using nonlinear control theory and feedback from the axial water velocity in the propeller disc. In this paper, an output feedback controller is derived, reconstructing the axial flow velocity from vehicle speed measurements, using...... a three-state model of propeller shaft speed, forward (surge) speed of the vehicle, and the axial flow velocity. Lyapunov stability theory is used to prove that a nonlinear observer combined with an output feedback integral controller provide exponential stability. The output feedback controller...... compensates for variations in thrust due to time variations in advance speed. This is a major problem when applying conventional vehicle-propeller control systems, The proposed controller is simulated for an underwater vehicle equipped with a single propeller. The simulations demonstrate that the axial water...

  9. Facilitating planning : Tangible objects with multimodal feedback mitigate cognitive workload

    NARCIS (Netherlands)

    Valk, W. de; Rypkema, J.; Erp, J.B.F. van

    2014-01-01

    Complex planning tasks require substantial cognitive resources. Supporting planning tasks through enabling embodied interaction and providing multisensory feedback may reduce the cognitive load. We developed Sensators: interactive tangible objects to be used on multi-touch tables which provide both.

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

    Science.gov (United States)

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

    2013-06-01

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

  11. Robust permanence for ecological equations with internal and external feedbacks.

    Science.gov (United States)

    Patel, Swati; Schreiber, Sebastian J

    2018-07-01

    Species experience both internal feedbacks with endogenous factors such as trait evolution and external feedbacks with exogenous factors such as weather. These feedbacks can play an important role in determining whether populations persist or communities of species coexist. To provide a general mathematical framework for studying these effects, we develop a theorem for coexistence for ecological models accounting for internal and external feedbacks. Specifically, we use average Lyapunov functions and Morse decompositions to develop sufficient and necessary conditions for robust permanence, a form of coexistence robust to large perturbations of the population densities and small structural perturbations of the models. We illustrate how our results can be applied to verify permanence in non-autonomous models, structured population models, including those with frequency-dependent feedbacks, and models of eco-evolutionary dynamics. In these applications, we discuss how our results relate to previous results for models with particular types of feedbacks.

  12. Physician Perceptions of Performance Feedback in a Quality Improvement Activity.

    Science.gov (United States)

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

    2017-10-01

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

  13. Who Is Giving Feedback To Whom In Entrepreneurship Education?

    DEFF Research Database (Denmark)

    Trolle Elmholdt, Stine; Warhuus, Jan; Blenker, Per

    evaluate and provide feedback on, with regard to both the teaching and the learning that takes place in these types of courses. We therefore ask: Who is giving feedback to whom in entrepreneurship education - and for what purpose?The intent of the paper is to develop and explore the system of feedback......The question we care about (objectives):When entrepreneurship is taught through the process of practicing entrepreneurship and based on experiential learning, a need arises for different forms of assessment, evaluation, and feedback procedures than those applied to traditional forms of higher...... is at play that involves both feedback among educators and students and between educators and students;3. that the complexity is further increased when it is acknowledged that the subject of the feedback may concern the learning, the teaching, the process, the object of the process (the entrepreneurial...

  14. Design of output feedback controller for a unified chaotic system

    International Nuclear Information System (INIS)

    Li Wenlin; Chen Xiuqin; Shen Zhiping

    2008-01-01

    In this paper, the synchronization of a unified chaotic system is investigated by the use of output feedback controllers; a two-input single-output feedback controller and single-input single-output feedback controller are presented to synchronize the unified chaotic system when the states are not all measurable. Compared with the existing results, the controllers designed in this paper have some advantages such as small feedback gain, simple structure and less conservation. Finally, numerical simulations results are provided to demonstrate the validity and effectiveness of the proposed method

  15. Advantages of coherent feedback for cooling quantum oscillators.

    Science.gov (United States)

    Hamerly, Ryan; Mabuchi, Hideo

    2012-10-26

    We model the cooling of open optical and optomechanical resonators via optical feedback in the linear quadratic Gaussian setting of stochastic control theory. We show that coherent feedback control schemes, in which the resonator is embedded in an interferometer to achieve all-optical feedback, can outperform the best possible linear quadratic Gaussian measurement-based schemes in the quantum regime of low steady-state excitation number. Such performance gains are attributed to the coherent controller's ability to process noncommuting output field quadratures simultaneously without loss of fidelity, and may provide important clues for the design of coherent feedback schemes for more general problems of nonlinear and robust control.

  16. Evaluation of multimodal feedback effects on improving rowing competencies

    Directory of Open Access Journals (Sweden)

    Korman Maria

    2011-12-01

    Full Text Available This study focused on the selection and preliminary evaluation of different types of modal and information feedback in virtual environment to facilitate acquisition and transfer of a complex motor-cognitive skill of rowing. Specifically, we addressed the effectiveness of immediate information feedback provided visually as compared to sensory haptic feedback on the improvement in hands kinematics and changes in cognitive load during the course of learning the basic rowing technique. Several pilot experiments described in this report lead to the evaluation and optimization of the training protocol, to enhance facilitatory effects of adding visual and haptic feedback during training.

  17. The BGC Feedbacks Scientific Focus Area 2016 Annual Progress Report

    Energy Technology Data Exchange (ETDEWEB)

    Hoffman, Forrest M. [Oak Ridge National Lab. (ORNL), Oak Ridge, TN (United States); Riley, William J. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Randerson, James T. [Univ. of California, Irvine, CA (United States)

    2016-06-01

    The BGC Feedbacks Project will identify and quantify the feedbacks between biogeochemical cycles and the climate system, and quantify and reduce the uncertainties in Earth System Models (ESMs) associated with those feedbacks. The BGC Feedbacks Project will contribute to the integration of the experimental and modeling science communities, providing researchers with new tools to compare measurements and models, thereby enabling DOE to contribute more effectively to future climate assessments by the U.S. Global Change Research Program (USGCRP) and the Intergovernmental Panel on Climate Change (IPCC).

  18. Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model

    Directory of Open Access Journals (Sweden)

    Susanne Narciss

    2013-06-01

    Full Text Available This paper describes the interactive tutoring feedback model (ITF-model; Narciss, 2006; 2008, and how it can be applied to the design and evaluation of feedback strategies for digital learning environments. The ITF-model conceptualizes formative tutoring feedback as a multidimensional instructional activity that aims at contributing to the regulation of a learning process in order to help learners acquire or improve the competencies needed to master learning tasks. It integrates findings from systems theory with recommendations of prior research on interactive instruction and elaborated feedback, on task analyses, on error analyses, and on tutoring techniques. Based on this multi-dimensional view of formative tutoring feedback methodological implications for designing and investigating multiple effects of feedback under multiple individual and situational conditions are described. Furthermore, the paper outlines how the implications of the ITF-model have been applied in several studies to the design and evaluation of tutoring feedback strategies for digital learning environments (e.g., Narciss, 2004; Narciss & Huth, 2006; Narciss, Schnaubert, Andres, Eichelmann, Goguadze, & Sosnovsky, 2013.

  19. Feedback stabilization of axisymmetric modes in tokamaks

    International Nuclear Information System (INIS)

    Jardin, S.C.; Larrabee, D.A.

    1982-01-01

    Noncircular tokamak plasmas can be unstable to ideal MHD axisymmetric instabilities. Passive conductors with finite resistivity will at best slow down these instabilities to the resistive (L/R) time of the conductors. An active feedback system far from the plasma which responds on this resistive time can stabilize the system provided its mutual inductance with the passive coils is small enough

  20. Improving the Quality of Constructive Peer Feedback

    Science.gov (United States)

    Waggoner Denton, Ashley

    2018-01-01

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

  1. Diversity in School Performance Feedback Systems

    Science.gov (United States)

    Verhaeghe, Goedele; Schildkamp, Kim; Luyten, Hans; Valcke, Martin

    2015-01-01

    As data-based decision making is receiving increased attention in education, more and more school performance feedback systems (SPFSs) are being developed and used worldwide. These systems provide schools with data on their functioning. However, little research is available on the characteristics of the different SPFSs. Therefore, this study…

  2. Mining Feedback in Ranking and Recommendation Systems

    Science.gov (United States)

    Zhuang, Ziming

    2009-01-01

    The amount of online information has grown exponentially over the past few decades, and users become more and more dependent on ranking and recommendation systems to address their information seeking needs. The advance in information technologies has enabled users to provide feedback on the utilities of the underlying ranking and recommendation…

  3. Website Feedback | Center for Cancer Research

    Science.gov (United States)

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

  4. BLACK HOLE FORAGING: FEEDBACK DRIVES FEEDING

    International Nuclear Information System (INIS)

    Dehnen, Walter; King, Andrew

    2013-01-01

    We suggest a new picture of supermassive black hole (SMBH) growth in galaxy centers. Momentum-driven feedback from an accreting hole gives significant orbital energy, but little angular momentum to the surrounding gas. Once central accretion drops, the feedback weakens and swept-up gas falls back toward the SMBH on near-parabolic orbits. These intersect near the black hole with partially opposed specific angular momenta, causing further infall and ultimately the formation of a small-scale accretion disk. The feeding rates into the disk typically exceed Eddington by factors of a few, growing the hole on the Salpeter timescale and stimulating further feedback. Natural consequences of this picture include (1) the formation and maintenance of a roughly toroidal distribution of obscuring matter near the hole; (2) random orientations of successive accretion disk episodes; (3) the possibility of rapid SMBH growth; (4) tidal disruption of stars and close binaries formed from infalling gas, resulting in visible flares and ejection of hypervelocity stars; (5) super-solar abundances of the matter accreting on to the SMBH; and (6) a lower central dark-matter density, and hence annihilation signal, than adiabatic SMBH growth implies. We also suggest a simple subgrid recipe for implementing this process in numerical simulations

  5. Corticocortical feedback increases the spatial extent of normalization.

    Science.gov (United States)

    Nassi, Jonathan J; Gómez-Laberge, Camille; Kreiman, Gabriel; Born, Richard T

    2014-01-01

    Normalization has been proposed as a canonical computation operating across different brain regions, sensory modalities, and species. It provides a good phenomenological description of non-linear response properties in primary visual cortex (V1), including the contrast response function and surround suppression. Despite its widespread application throughout the visual system, the underlying neural mechanisms remain largely unknown. We recently observed that corticocortical feedback contributes to surround suppression in V1, raising the possibility that feedback acts through normalization. To test this idea, we characterized area summation and contrast response properties in V1 with and without feedback from V2 and V3 in alert macaques and applied a standard normalization model to the data. Area summation properties were well explained by a form of divisive normalization, which computes the ratio between a neuron's driving input and the spatially integrated activity of a "normalization pool." Feedback inactivation reduced surround suppression by shrinking the spatial extent of the normalization pool. This effect was independent of the gain modulation thought to mediate the influence of contrast on area summation, which remained intact during feedback inactivation. Contrast sensitivity within the receptive field center was also unaffected by feedback inactivation, providing further evidence that feedback participates in normalization independent of the circuit mechanisms involved in modulating contrast gain and saturation. These results suggest that corticocortical feedback contributes to surround suppression by increasing the visuotopic extent of normalization and, via this mechanism, feedback can play a critical role in contextual information processing.

  6. Corticocortical feedback increases the spatial extent of normalization

    Science.gov (United States)

    Nassi, Jonathan J.; Gómez-Laberge, Camille; Kreiman, Gabriel; Born, Richard T.

    2014-01-01

    Normalization has been proposed as a canonical computation operating across different brain regions, sensory modalities, and species. It provides a good phenomenological description of non-linear response properties in primary visual cortex (V1), including the contrast response function and surround suppression. Despite its widespread application throughout the visual system, the underlying neural mechanisms remain largely unknown. We recently observed that corticocortical feedback contributes to surround suppression in V1, raising the possibility that feedback acts through normalization. To test this idea, we characterized area summation and contrast response properties in V1 with and without feedback from V2 and V3 in alert macaques and applied a standard normalization model to the data. Area summation properties were well explained by a form of divisive normalization, which computes the ratio between a neuron's driving input and the spatially integrated activity of a “normalization pool.” Feedback inactivation reduced surround suppression by shrinking the spatial extent of the normalization pool. This effect was independent of the gain modulation thought to mediate the influence of contrast on area summation, which remained intact during feedback inactivation. Contrast sensitivity within the receptive field center was also unaffected by feedback inactivation, providing further evidence that feedback participates in normalization independent of the circuit mechanisms involved in modulating contrast gain and saturation. These results suggest that corticocortical feedback contributes to surround suppression by increasing the visuotopic extent of normalization and, via this mechanism, feedback can play a critical role in contextual information processing. PMID:24910596

  7. 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

  8. Interaction in Spoken Word Recognition Models: Feedback Helps

    Science.gov (United States)

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

    2018-01-01

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

  9. Interaction in Spoken Word Recognition Models: Feedback Helps.

    Science.gov (United States)

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

    2018-01-01

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

  10. Interaction in Spoken Word Recognition Models: Feedback Helps

    Directory of Open Access Journals (Sweden)

    James S. Magnuson

    2018-04-01

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

  11. A feedback model of visual attention.

    Science.gov (United States)

    Spratling, M W; Johnson, M H

    2004-03-01

    Feedback connections are a prominent feature of cortical anatomy and are likely to have a significant functional role in neural information processing. We present a neural network model of cortical feedback that successfully simulates neurophysiological data associated with attention. In this domain, our model can be considered a more detailed, and biologically plausible, implementation of the biased competition model of attention. However, our model is more general as it can also explain a variety of other top-down processes in vision, such as figure/ground segmentation and contextual cueing. This model thus suggests that a common mechanism, involving cortical feedback pathways, is responsible for a range of phenomena and provides a unified account of currently disparate areas of research.

  12. 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...

  13. A Feedback Model for Data-Rich Learning Experiences

    Science.gov (United States)

    Pardo, Abelardo

    2018-01-01

    Feedback has been identified as one of the factors with the largest potential for a positive impact in a learning experience. There is a significant body of knowledge studying feedback and providing guidelines for its implementation in learning environments. In parallel, the areas of learning analytics or educational data mining have emerged to…

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

    Science.gov (United States)

    Chiu, Shuhui; Alexander, Patricia A.

    2014-01-01

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

  15. Dynamic Written Corrective Feedback in Developmental Multilingual Writing Classes

    Science.gov (United States)

    Kurzer, Kendon

    2018-01-01

    This study investigated the role of dynamic written corrective feedback (DWCF; Evans, Hartshorn, McCollum, & Wolfersberger, 2010; Hartshorn & Evans, 2015; Hartshorn et al., 2010), a mode of providing specific, targeted, and individualized grammar feedback in developmental English as a second language (ESL) writing classes (pre-first year…

  16. The impact of force feedback level on steering performance

    NARCIS (Netherlands)

    Anand, S.; Terken, J.; Hogema, J.H.

    2013-01-01

    Steer-by-wire systems provide designers the ability to customize and personalize force feedback on the steering wheel, based on individual preferences. Earlier studies using subjective responses have shown that there are individual differences in preferences for force feedback. It has also been

  17. Validity evidence and reliability of a simulated patient feedback instrument.

    NARCIS (Netherlands)

    Schlegel, C.; Woermann, U.; Rethans, J.J.; Vleuten, C.P.M. van der

    2012-01-01

    BACKGROUND: In the training of healthcare professionals, one of the advantages of communication training with simulated patients (SPs) is the SP's ability to provide direct feedback to students after a simulated clinical encounter. The quality of SP feedback must be monitored, especially because it

  18. Ontology-Based Generation of Dynamic Feedback on Physical Activity

    NARCIS (Netherlands)

    Wieringa, Wilko; op den Akker, Harm; Jones, Valerie M.; Hermens, Hermanus J.; op den Akker, Hendrikus J.A.

    2011-01-01

    This article describes a new, AI-inspired telemedicine system for providing feedback on daily activity. Optimising daily levels of physical activity is an important focus in the treatment of chronic illnesses. An ambulatory monitoring and feedback system has been developed to monitor activity and

  19. Constructive feedback as a learning tool to enhance students' self ...

    African Journals Online (AJOL)

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

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

    International Nuclear Information System (INIS)

    Mlynarczyk, Paul J.; Pullen, Robert H.; Abel, Steven M.

    2016-01-01

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

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

    Science.gov (United States)

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

    2008-01-01

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

  2. Feedback reliability calculation for an iterative block decision feedback equalizer

    OpenAIRE

    Huang, G; Nix, AR; Armour, SMD

    2009-01-01

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

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

    International Nuclear Information System (INIS)

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

    2013-01-01

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

  4. Nurses’ perceptions of feedback to nursing teams on quality measurements: An embedded case study design

    NARCIS (Netherlands)

    Giesbers, A.P.M.; Schouteten, R.L.J.; Poutsma, Erik; Heijden, B.I.J.M. van der; Achterberg, T. van

    2016-01-01

    BACKGROUND Providing nursing teams with feedback on quality measurements is used as a quality improvement instrument in healthcare organizations worldwide. Previous research indicated contradictory results regarding the effect of such feedback on both nurses’ well-being and

  5. Nurses' perceptions of feedback to nursing teams on quality measurements: An embedded case study design

    NARCIS (Netherlands)

    Giesbers, A.P.; Schouteten, R.L.; Poutsma, F.; Heijden, B.I. van der; Achterberg, T. van

    2016-01-01

    BACKGROUND: Providing nursing teams with feedback on quality measurements is used as a quality improvement instrument in healthcare organizations worldwide. Previous research indicated contradictory results regarding the effect of such feedback on both nurses' well-being and performance. OBJECTIVES:

  6. Local orbit feedback

    International Nuclear Information System (INIS)

    Anon.

    1991-01-01

    Critically aligned experiments are sensitive to small changes in the electron beam orbit. At the NSLS storage rings, the electron beam and photon beam motions have been monitored over the past several years. In the survey conducted in 1986 by the NSLS Users Executive Committee, experimenters requested the vertical beam position variation and the vertical angle variation, within a given fill, remain within 10 μm and 10 μr, respectively. This requires improvement in the beam stability by about one order of magnitude. At the NSLS and SSRL storage rings, the beam that is originally centered on the position monitor by a dc orbit correction is observed to have two kinds of motion: a dc drift over a storage period of several hours and a beam bounce about its nominal position. These motions are a result of the equilibrium orbit not being held perfectly stable due to time-varying errors introduced into the magnetic guide field by power supplies, mechanical vibration of the magnets, cooling water temperature variations, etc. The approach to orbit stabilization includes (1) identifying and suppressing as many noise sources on the machine as possible, (2) correcting the beam position globally (see Section 6) by controlling a number of correctors around the circumference of the machine, and (3) correcting the beam position and angle at a given source location by position feedback using local detectors and local orbit bumps. The third approach, called Local Orbit Feedback will be discussed in this section

  7. Social Media and Peer Feedback: What Do Students Really Think about Using Wiki and Facebook as Platforms for Peer Feedback?

    Science.gov (United States)

    Demirbilek, Muhammet

    2015-01-01

    Web 2.0 tools are becoming increasingly pervasive in higher education, and as a result, there is increasing interest in the use of online feedback activities. This study investigated students' actual experiences and perceptions using social media, Wiki and Facebook, tools to provide peer feedback on students' instructional material projects and to…

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

    Science.gov (United States)

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

    2015-06-01

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

  9. Hvad siger forskningen om feedback?

    DEFF Research Database (Denmark)

    Holdt Christensen, Peter

    2016-01-01

    Feedback skal serveres ligesom en gammeldags sandwich. Først lidt brød, så det lidt sejere kød og til sidst igen til lidt brød”. Sådan nogenlunde lyder en pragmatisk løsning på udfordringerne ved at give feedback. Når medarbejdere skal have negativ feedback, skal denne altså pakkes ind, så...... feedbacken indledes med let fordøjeligt positiv feedback, derefter kommer den negative – og noget sværere fordøjelige – feedback, og til sidst afrundes feedbacken med en god udgangsreplik, nemlig den positive feedback....

  10. Social anxiety and the ironic effects of positive interviewer feedback.

    Science.gov (United States)

    Budnick, Christopher J; Kowal, Marta; Santuzzi, Alecia M

    2015-01-01

    Positive interviewer feedback should encourage positive experiences and outcomes for interviewees. Yet, positive feedback is inconsistent with socially anxious interviewees' negative self-views. Socially anxious interviewees might experience increased self-focus while attempting to reconcile the inconsistency between their self-perceptions and that feedback. This could interfere with successful interview performance. This study used a 3 (feedback: positive, negative, no) × 2 (social anxiety: high, low) between-subjects design. Undergraduate students (N = 88) completed a measure of dispositional social anxiety. They then engaged in a simulated interview with a White confederate trained to adhere to a standardized script. Interviewees received positive, negative, or no interviewer feedback. Each interview was video recorded to code anxiety displays, impression management tactics, and interview success. Following positive feedback, socially anxious interviewees displayed more anxiety, less assertiveness, and received lower success ratings. Among anxious interviewees, increased self-focus provided an indirect path between positive feedback and lower success. Consistent with self-verification theory, anxious interviewees had poorer interview performance following positive feedback that contradicted their negative self-views. Thus, socially anxious interviewees might be at a disadvantage when interviewing, especially following positive feedback. Implications for interviewees and interviewers are discussed.

  11. Evaluation of Augmented Reality Feedback in Surgical Training Environment.

    Science.gov (United States)

    Zahiri, Mohsen; Nelson, Carl A; Oleynikov, Dmitry; Siu, Ka-Chun

    2018-02-01

    Providing computer-based laparoscopic surgical training has several advantages that enhance the training process. Self-evaluation and real-time performance feedback are 2 of these advantages, which avoid dependency of trainees on expert feedback. The goal of this study was to investigate the use of a visual time indicator as real-time feedback correlated with the laparoscopic surgical training. Twenty novices participated in this study working with (and without) different presentations of time indicators. They performed a standard peg transfer task, and their completion times and muscle activity were recorded and compared. Also of interest was whether the use of this type of feedback induced any side effect in terms of motivation or muscle fatigue. Of the 20 participants, 15 (75%) preferred using a time indicator in the training process rather than having no feedback. However, time to task completion showed no significant difference in performance with the time indicator; furthermore, no significant differences in muscle activity or muscle fatigue were detected with/without time feedback. The absence of significant difference between task performance with/without time feedback shows that using visual real-time feedback can be included in surgical training based on user preference. Trainees may benefit from this type of feedback in the form of increased motivation. The extent to which this can influence training frequency leading to performance improvement is a question for further study.

  12. Dynamics of nonlinear feedback control

    OpenAIRE

    Snippe, H.P.; Hateren, J.H. van

    2007-01-01

    Feedback control in neural systems is ubiquitous. Here we study the mathematics of nonlinear feedback control. We compare models in which the input is multiplied by a dynamic gain (multiplicative control) with models in which the input is divided by a dynamic attenuation (divisive control). The gain signal (resp. the attenuation signal) is obtained through a concatenation of an instantaneous nonlinearity and a linear low-pass filter operating on the output of the feedback loop. For input step...

  13. Multi-bunch Feedback Systems

    OpenAIRE

    Lonza, M.; Schmickler, H.

    2016-01-01

    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. Advances in electronic technology now allow the implementation of feedback loops using programmable digital systems. Besides importa...

  14. Real-time orbit feedback at the APS

    International Nuclear Information System (INIS)

    Carwardine, J.

    1998-01-01

    A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30Hz by a factor of four to below 5 microm rms horizontally and 2 microm rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion

  15. Real-time orbit feedback at the APS.

    Energy Technology Data Exchange (ETDEWEB)

    Carwardine, J.

    1998-06-18

    A real-time orbit feedback system has been implemented at the Advanced Photon Source in order to meet the stringent orbit stability requirements. The system reduces global orbit motion below 30Hz by a factor of four to below 5{micro}m rms horizontally and 2{micro}m rms vertically. This paper focuses on dynamic orbit stability and describes the all-digital orbit feedback system that has been implemented at the APS. Implementation of the global orbit feedback system is described and its latest performance is presented. Ultimately, the system will provide local feedback at each x-ray source point using installed photon BPMs to measure x-ray beam position and angle directly. Technical challenges associated with local feedback and with dynamics of the associated corrector magnets are described. The unique diagnostic capabilities provided by the APS system are discussed with reference to their use in identifying sources of the underlying orbit motion.

  16. Star Formation in Merging Galaxies Using FIRE

    Science.gov (United States)

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

    2018-01-01

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

  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. Feedback matters current feedback practices in the EFL classroom

    CERN Document Server

    Reitbauer, Margit; Mercer, Sarah; Schumm-Fauster, Jennifer

    2013-01-01

    This varied collection of papers is concerned with feedback in the language learning context. With its blend of theoretical overviews, action research-based empirical studies and practical implications, this will be a valuable resource for all academics and practitioners concerned with generating feedback that matters.

  19. What higher education students do with teacher feedback: Feedback ...

    African Journals Online (AJOL)

    Writing pedagogy research has constantly maintained that feedback is 'an essential component of virtually every model of the writing process' (Hall, 1990: 43) as it motivates writers to improve their next draft. Feedback during the writing process improves not only student attitude to writing but writing performance if students ...

  20. 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.

  1. Interface Prostheses With Classifier-Feedback-Based User Training.

    Science.gov (United States)

    Fang, Yinfeng; Zhou, Dalin; Li, Kairu; Liu, Honghai

    2017-11-01

    It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well as the centroids of the training samples, whose dimensionality is reduced to minimal number by dimension reduction. Clustering feedback provides a criterion that guides users to adjust motion gestures and muscle contraction forces intentionally. The experiment results have demonstrated that hand motion recognition accuracy increases steadily along the progress of the clustering-feedback-based user training, while conventional classifier-feedback methods, i.e., label feedback, hardly achieve any improvement. The result concludes that the use of proper classifier feedback can accelerate the process of user training, and implies prosperous future for the amputees with limited or no experience in pattern-recognition-based prosthetic device manipulation.It is evident that user training significantly affects performance of pattern-recognition-based myoelectric prosthetic device control. Despite plausible classification accuracy on offline datasets, online accuracy usually suffers from the changes in physiological conditions and electrode displacement. The user ability in generating consistent electromyographic (EMG) patterns can be enhanced via proper user training strategies in order to improve online performance. This study proposes a clustering-feedback strategy that provides real-time feedback to users by means of a visualized online EMG signal input as well

  2. Feedback in Clinical Education, Part II: Approved Clinical Instructor and Student Perceptions of and Influences on Feedback

    Science.gov (United States)

    Nottingham, Sara; Henning, Jolene

    2014-01-01

    Context: Approved Clinical Instructors (ACIs; now known as preceptors) are expected to provide feedback to athletic training students (ATSs) during clinical education experiences. Researchers in other fields have found that clinical instructors and students often have different perceptions of actual and ideal feedback and that several factors may influence the feedback exchanges between instructors and students. However, understanding of these issues in athletic training education is minimal. Objective: To investigate the current characteristics and perceptions of and the influences on feedback exchanges between ATSs and ACIs. Design: Qualitative study. Setting: One entry-level master's degree program accredited by the Commission on Accreditation of Athletic Training Education. Patients or Other Participants: Four ACIs and 4 second-year ATSs. Data Collection and Analysis: Individual, semistructured interviews were conducted with participants and integrated with field notes and observations for analysis. We used the constant comparative approach to inductively analyze data and develop codes and categories. Member checking, triangulation, and peer debriefing were used to promote trustworthiness of the study. Results: Participants described that feedback plays an important role in clinical education and has several purposes related to improving performance. The ACIs and ATSs also discussed several preferred characteristics of feedback. Participants identified 4 main influences on their feedback exchanges, including the ACI, the ATS, personalities, and the learning environment. Conclusions: The ACIs and ATSs had similar perceptions of ideal feedback in addition to the actual feedback that was provided during their clinical education experiences. Most of the preferences for feedback were aligned with recommendations in the literature, suggesting that existing research findings are applicable to athletic training clinical education. Several factors influenced the

  3. Negative and Positive Outflow-Feedback in Nearby (U)LIRGs

    Energy Technology Data Exchange (ETDEWEB)

    Cazzoli, Sara, E-mail: sara@iaa.es [Instituto de Astrofisica de Andalucia (CSIC), Granada (Spain)

    2017-12-15

    The starburst-AGN coexistence in local (U)LIRGs makes these galaxies excellent laboratories for the study of stellar and AGN outflows and feedback. Outflows regulate star formation and AGN activity, redistributing gas, dust and metals over large scales in the interstellar and intergalactic media (negative feedback) being also considered to be able to undergo vigorous star formation (positive feedback). In this contribution, I will summarize the results from a search for outflows in a sample of nearby 38 local (U)LIRG systems observed with VIMOS/VLT integral field unit. For two galaxies of the sample I will detail the outflow properties and discuss the observational evidence for negative and positive outflow-feedback. The assessment of both negative and positive feedback effects represent a novel approach toward a comprehensive understanding of the impact of outflow feedback in the galaxy evolution.

  4. Automatisk formativ feedback kan gi god motivasjon og læring

    Directory of Open Access Journals (Sweden)

    Bernt Arne Bertheussen

    2014-11-01

    Full Text Available I artikkelen presenterer vi et konsept der en student løser tradisjonelle finansoppgaver i regneark i stedet for på papir. Oppgavene er interaktive. Dette betyr at studentene kan få formative tilbakemeldinger automatisk når de selv ønsker det. Målet med tilbakemeldingene er å hjelpe studentene til å komme et skritt videre med problemløsingen sin. Den innovative algoritmen som evaluerer studentenes arbeid gir tilbakemeldinger ikke bare på løsningsresultatet, men også på deloppgavene som fører frem til dette. Algoritmen gir tips og kommentarer som studentene kan bruke i arbeidet med å forbedre løsningene sin. En evaluering viser at interaktive oppgaver med formative tilbakemeldinger tilpasset den enkelte engasjerer og motiverer til oppgaveløsing. Studentene opplever også et godt læringsutbytte av å bruke interaktive oppgaver.AbstractThis article presents a concept where business students solve problem-solving tasks using a spreadsheet instead of paper. The tasks are interactive, which means that students can get academic formative feedback on their own request. The feedback focuses both on the process and the final result of the problem-solving. The aim is to guide the student in the right direction. An evaluation reveals that individual formative feedback provided automatically engages students and motivates to problem-solving. The students are also pleased with the learning outcomes from using the digital learning objects.

  5. Multi-bunch Feedback Systems

    International Nuclear Information System (INIS)

    Lonza, M; Schmickler, H

    2014-01-01

    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. 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 components of a feedback system and the related issues will also be analysed. Finally, we shall focus on digital feedback systems, their characteristics, and features, as well as on how they can be concretely exploited for both the optimization of feedback performance and for beam dynamics studies

  6. 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

  7. Dynamics of nonlinear feedback control

    NARCIS (Netherlands)

    Snippe, H.P.; Hateren, J.H. van

    Feedback control in neural systems is ubiquitous. Here we study the mathematics of nonlinear feedback control. We compare models in which the input is multiplied by a dynamic gain (multiplicative control) with models in which the input is divided by a dynamic attenuation (divisive control). The gain

  8. Student Interpretations of Diagnostic Feedback

    Science.gov (United States)

    Doe, Christine

    2015-01-01

    Diagnostic assessment is increasingly being recognized as a potentially beneficial tool for teaching and learning (Jang, 2012). There have been calls in the research literature for students to receive diagnostic feedback and for researchers to investigate how such feedback is used by students. Therefore, this study examined how students…

  9. Videoer om feedback i undervisningen

    DEFF Research Database (Denmark)

    Jensen, Hanne Nexø

    2017-01-01

    I denne video bliver du introduceret til en måde at praktisere og rammesætte klyngevejledning på i bachelorundervisning. Klyngefeedbackformen til de studerende er valgt, da de studerende lærer meget af både at give og om modtage feedback fra medstuderende. Fokus på feedback ligger derfor primært i...

  10. 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

  11. AGN feedback compared: jets versus radiation

    Science.gov (United States)

    Cielo, Salvatore; Bieri, Rebekka; Volonteri, Marta; Wagner, Alexander Y.; Dubois, Yohan

    2018-06-01

    Feedback by active galactic nuclei (AGNs) is often divided into quasar and radio mode, powered by radiation or radio jets, respectively. Both are fundamental in galaxy evolution, especially in late-type galaxies, as shown by cosmological simulations and observations of jet-ISM (interstellar medium) interactions in these systems. We compare AGN feedback by radiation and by collimated jets through a suite of simulations, in which a central AGN interacts with a clumpy, fractal galactic disc. We test AGNs of 1043 and 1046 erg s-1, considering jets perpendicular or parallel to the disc. Mechanical jets drive the more powerful outflows, exhibiting stronger mass and momentum coupling with the dense gas, while radiation heats and rarefies the gas more. Radiation and perpendicular jets evolve to be quite similar in outflow properties and effect on the cold ISM, while inclined jets interact more efficiently with all the disc gas, removing the densest 20 {per cent} in 20 Myr, and thereby reducing the amount of cold gas available for star formation. All simulations show small-scale inflows of 0.01-0.1 M⊙ yr-1, which can easily reach down to the Bondi radius of the central supermassive black hole (especially for radiation and perpendicular jets), implying that AGNs modulate their own duty cycle in a feedback/feeding cycle.

  12. AGN Feedback Compared: Jets versus Radiation

    Science.gov (United States)

    Cielo, Salvatore; Bieri, Rebekka; Volonteri, Marta; Wagner, Alexander Y.; Dubois, Yohan

    2018-03-01

    Feedback by Active Galactic Nuclei is often divided into quasar and radio mode, powered by radiation or radio jets, respectively. Both are fundamental in galaxy evolution, especially in late-type galaxies, as shown by cosmological simulations and observations of jet-ISM interactions in these systems. We compare AGN feedback by radiation and by collimated jets through a suite of simulations, in which a central AGN interacts with a clumpy, fractal galactic disc. We test AGN of 1043 and 1046 erg/s, considering jets perpendicular or parallel to the disc. Mechanical jets drive the more powerful outflows, exhibiting stronger mass and momentum coupling with the dense gas, while radiation heats and rarifies the gas more. Radiation and perpendicular jets evolve to be quite similar in outflow properties and effect on the cold ISM, while inclined jets interact more efficiently with all the disc gas, removing the densest 20% in 20 Myr, and thereby reducing the amount of cold gas available for star formation. All simulations show small-scale inflows of 0.01 - 0.1 M⊙/yr, which can easily reach down to the Bondi radius of the central supermassive black hole (especially for radiation and perpendicular jets), implying that AGN modulate their own duty cycle in a feedback/feeding cycle.

  13. 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...

  14. 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...

  15. Cybernetics: A Model for Feedback in the ESL Classroom.

    Science.gov (United States)

    Zamel, Vivian

    1981-01-01

    Examines cybernetics as a model which provides framework with which to view communicators and the communications in the ESL classroom because it implies the kind of feedback the learner can assimilate and act upon. (Author/BK)

  16. Novel charge sensitive preamplifier without high-value feedback resistor

    International Nuclear Information System (INIS)

    Xi Deming

    1992-01-01

    A novel charge sensitive preamplifier is introduced. The method of removing the high value feedback resistor, the circuit design and analysis are described. A practical circuit and its measured performances are provided

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

    Science.gov (United States)

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

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

  18. Ombud's corner: Sincere feedback favours efficiency

    CERN Multimedia

    Vincent Vuillemin

    2012-01-01

    In this series, the Bulletin aims to explain the role of the Ombuds at CERN by presenting practical examples of misunderstandings that could have been resolved by the Ombuds if he had been contacted earlier. Please note that, in all the situations we present, the names are fictitious and used only to improve clarity.   Everyone can certainly agree that good communication is very important. Leaders should try to give feedback to their supervisees on their work and career so they can benefit from this information. Giving feedback provides personnel with an opportunity to understand what can they can improve or correct should there be some weaknesses in their technical or behavioural skills. It is also a chance to be congratulated for their efforts and dedication. Feedback should be given in a sincere and honest way, so that the person can accept the comments. The keys to giving feedback are:   • Speak the truth – even if it is difficult, have the courage to do it; &a...

  19. How Quasar Feedback May Shape the Co-evolutionary Paths

    Energy Technology Data Exchange (ETDEWEB)

    Ishibashi, Wako, E-mail: wako.ishibashi@physik.uzh.ch [Physik-Institut, University of Zurich, Zürich (Switzerland)

    2017-10-17

    Observations point toward some form of “co-evolutionary sequence,” from dust-enshrouded starbursts to luminous unobscured quasars. Active galactic nucleus (AGN) feedback is generally invoked to expel the obscuring dusty gas in a blow-out event, eventually revealing the hidden central quasar. However, the physical mechanism driving AGN feedback, either due to winds or radiation, remains uncertain and is still a source of much debate. We consider quasar feedback, based on radiation pressure on dust, which directly acts on the obscuring dusty gas. We show that AGN radiative feedback is capable of efficiently removing the obscuring cocoon, and driving powerful outflows on galactic scales, consistent with recent observations. I will discuss how such quasar feedback may provide a natural physical interpretation of the observed evolutionary path, and the physical implications in the broader context of black hole-host galaxy co-evolution.

  20. Analysis of Peer Review Comments: QM Recommendations and Feedback Intervention Theory

    Science.gov (United States)

    Schwegler, Andria F.; Altman, Barbara W.

    2015-01-01

    Because feedback is a critical component of the continuous improvement cycle of the Quality Matters (QM) peer review process, the present research analyzed the feedback that peer reviewers provided to course developers after a voluntary, nonofficial QM peer review of online courses. Previous research reveals that the effects of feedback on…