Thematische Bibliographien / Four levels of feedback

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Auswahl der wissenschaftlichen Literatur zum Thema „Four levels of feedback“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Four levels of feedback"

Ice, Phil, Karen Swan, Sebastian Diaz, Lori Kupczynski und Allison Swan-Dagen. „An Analysis of Students' Perceptions of the Value and Efficacy of Instructors' Auditory and Text-Based Feedback Modalities across Multiple Conceptual Levels“. Journal of Educational Computing Research 43, Nr. 1 (Juli 2010): 113–34. http://dx.doi.org/10.2190/ec.43.1.g.

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This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of feedback. Using a quasi-experimental research design, students at three U.S. universities were provided with text-based, audio-based, and a combination of text- and audio-based feedback over the course of a semester. A survey asking students to indicate their feedback preferences was administered and analyzed using multiple statistical techniques. The findings indicated that students preferred a combination of feedback modalities; however, selective delivery strategies may be preferable at various levels.

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Schwartz, Edward, Thorsten Buhrke, Ulrike Gerischer und Bärbel Friedrich. „Positive Transcriptional Feedback Controls Hydrogenase Expression in Alcaligenes eutrophusH16“. Journal of Bacteriology 181, Nr. 18 (15.09.1999): 5684–92. http://dx.doi.org/10.1128/jb.181.18.5684-5692.1999.

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ABSTRACT The protein HoxA is the central regulator of the Alcaligenes eutrophus H16 hox regulon, which encodes two hydrogenases, a nickel permease and several accessory proteins required for hydrogenase biosynthesis. Expression of the regulatory genehoxA was analyzed. Screening of an 8-kb region upstream ofhoxA with a promoter probe vector localized four promoter activities. One of these was found in the region immediately 5′ ofhoxA; the others were correlated with the nickel metabolism genes hypA1, hypB1, and hypX. All four activities were independent of HoxA and of the minor transcription factor ς54. Translational fusions revealed thathoxA is expressed constitutively at low levels. In contrast to these findings, immunoblotting studies revealed a clear fluctuation in the HoxA pool in response to conditions which induce thehox regulon. Quantitative transcript assays indicated elevated levels of hyp mRNA under hydrogenase-derepressing conditions. Using interposon mutagenesis, we showed that the activity of a remote promoter is required for hydrogenase expression and autotrophic growth. Site-directed mutagenesis revealed that PMBH, which directs transcription of the structural genes of the membrane-bound hydrogenase, contributes to the expression ofhoxA under hydrogenase-derepressing conditions. Thus, expression of the hox regulon is governed by a positive feedback loop mediating amplification of the regulator HoxA. These results imply the existence of an unusually large (ca. 17,000-nucleotide) transcript.

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Nash, Christine, John Sproule und Peter Horton. „Feedback for coaches: Who coaches the coach?“ International Journal of Sports Science & Coaching 12, Nr. 1 (20.12.2016): 92–102. http://dx.doi.org/10.1177/1747954116684390.

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The aim of this study was to investigate the feedback mechanisms that sport coaches utilized to enhance their coaching practice at various stages of their careers. Sport coaches ( n = 21) were interviewed in-depth with the resulting information being analysed using HyperRESEARCH qualitative data analysis software package. Results suggested four distinct dimensions that characterized the sources of feedback used by coaches: networks, players/participants, critical thinking skills and support systems. Those more experienced coaches with established networks of like-minded coaches seemed to be more open to constructive feedback. Similarly, novice coaches appeared to accept feedback from non-reliable sources in lieu of more informed sources. A distinctive emerging feature was the lack of formal feedback mechanisms within groups of coaches at all levels of qualification.

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Tian, Xing, und David Poeppel. „Dynamics of Self-monitoring and Error Detection in Speech Production: Evidence from Mental Imagery and MEG“. Journal of Cognitive Neuroscience 27, Nr. 2 (Februar 2015): 352–64. http://dx.doi.org/10.1162/jocn_a_00692.

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A critical subroutine of self-monitoring during speech production is to detect any deviance between expected and actual auditory feedback. Here we investigated the associated neural dynamics using MEG recording in mental-imagery-of-speech paradigms. Participants covertly articulated the vowel /a/; their own (individually recorded) speech was played back, with parametric manipulation using four levels of pitch shift, crossed with four levels of onset delay. A nonmonotonic function was observed in early auditory responses when the onset delay was shorter than 100 msec: Suppression was observed for normal playback, but enhancement for pitch-shifted playback; however, the magnitude of enhancement decreased at the largest level of pitch shift that was out of pitch range for normal conversion, as suggested in two behavioral experiments. No difference was observed among different types of playback when the onset delay was longer than 100 msec. These results suggest that the prediction suppresses the response to normal feedback, which mediates source monitoring. When auditory feedback does not match the prediction, an “error term” is generated, which underlies deviance detection. We argue that, based on the observed nonmonotonic function, a frequency window (addressing spectral difference) and a time window (constraining temporal difference) jointly regulate the comparison between prediction and feedback in speech.

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Reschechtko, Sasha, und Mark L. Latash. „Stability of hand force production. I. Hand level control variables and multifinger synergies“. Journal of Neurophysiology 118, Nr. 6 (01.12.2017): 3152–64. http://dx.doi.org/10.1152/jn.00485.2017.

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We combined the theory of neural control of movement with referent coordinates and the uncontrolled manifold hypothesis to explore synergies stabilizing the hand action in accurate four-finger pressing tasks. In particular, we tested a hypothesis on two classes of synergies, those among the four fingers and those within a pair of control variables, stabilizing hand action under visual feedback and disappearing without visual feedback. Subjects performed four-finger total force and moment production tasks under visual feedback; the feedback was later partially or completely removed. The “inverse piano” device was used to lift and lower the fingers smoothly at the beginning and at the end of each trial. These data were used to compute pairs of hypothetical control variables. Intertrial analysis of variance within the finger force space was used to quantify multifinger synergies stabilizing both force and moment. A data permutation method was used to quantify synergies among control variables. Under visual feedback, synergies in the spaces of finger forces and hypothetical control variables were found to stabilize total force. Without visual feedback, the subjects showed a force drift to lower magnitudes and a moment drift toward pronation. This was accompanied by disappearance of the four-finger synergies and strong attenuation of the control variable synergies. The indexes of the two types of synergies correlated with each other. The findings are interpreted within the scheme with multiple levels of abundant variables. NEW & NOTEWORTHY We extended the idea of hierarchical control with referent spatial coordinates for the effectors and explored two types of synergies stabilizing multifinger force production tasks. We observed synergies among finger forces and synergies between hypothetical control variables that stabilized performance under visual feedback but failed to stabilize it after visual feedback had been removed. Indexes of two types of synergies correlated with each other. The data suggest the existence of multiple mechanisms stabilizing motor actions.

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Gillet, Nicolas, Alexandre J. S. Morin, Christine Jeoffrion und Evelyne Fouquereau. „A Person-Centered Perspective on the Combined Effects of Global and Specific Levels of Job Engagement“. Group & Organization Management 45, Nr. 4 (22.01.2020): 556–94. http://dx.doi.org/10.1177/1059601119899182.

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This study examines how the different dimensions of job engagement combine within different profiles of workers ( n = 264). This research also documents the relations between the identified job engagement profiles, demographic characteristics (gender, age, education, working time, and organizational tenure), job characteristics (work autonomy, task variety, task significance, task identity, and feedback), attitudes (affective and normative commitment), and psychological health (emotional exhaustion and ill-being). Latent profile analysis revealed four profiles of employees defined based on their global and specific (physical, emotional, and cognitive) job engagement levels: Globally Disengaged, Globally Engaged, Globally but not Emotionally Engaged, and Moderately Engaged. Employees’ perceptions of task variety and feedback shared statistically significant relations with their likelihood of membership into all latent profiles. Profiles were finally showed to be meaningfully related to employees’ levels of affective commitment, normative commitment, emotional exhaustion, and ill-being.

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VUKOBRATOVIĆ, MIOMIR K., und ALEKSANDAR D. RODIĆ. „CONTRIBUTION TO THE INTEGRATED CONTROL OF BIPED LOCOMOTION MECHANISMS“. International Journal of Humanoid Robotics 04, Nr. 01 (März 2007): 49–96. http://dx.doi.org/10.1142/s0219843607000972.

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This work is concerned with the integrated dynamic control of humanoid locomotion mechanisms based on the spatial dynamic model of the humanoid mechanism, a servo system model, and an environment model. The control scheme was synthesized using the centralized model of the system and the hierarchical principle, with tactical and executive control levels. The proposed structure of the dynamic controller involves four feedback loops: position-velocity feedback at the robotic mechanism joints, dynamic reaction feedback at Zero-Moment Point, impact force feedback at the instant when the foot strikes the ground, and the load feedback of the mechanism joints. Simulation experiments are carried out for a number of characteristic examples. The numerical results obtained, along with theoretical study, serve as the basis for a critical evaluation of the performance of the devised controller.

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Hede, Thomas, Caroline Leck und Jonas Claesson. „Amplified Feedback Mechanism of the Forests-Aerosols-Climate System“. Journal of Climatology 2015 (09.04.2015): 1–11. http://dx.doi.org/10.1155/2015/262980.

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Climate change very likely has effects on vegetation so that trees grow faster due to carbon dioxide fertilization (a higher partial pressure increases the rate of reactions with Rubisco during photosynthesis) and that trees can be established in new territories in a warmer climate. This has far-reaching significance for the climate system mainly due to a number of feedback mechanisms still under debate. By simulating the vegetation using the Lund-Potsdam-Jena guess dynamic vegetation model, a territory in northern Russia is studied during three different climate protocols assuming a doubling of carbon dioxide levels compared to the year 1975. A back of the envelope calculation is made for the subsequent increased levels of emissions of monoterpenes from spruce and pine forests. The results show that the emissions of monoterpenes at the most northern latitudes were estimated to increase with over 500% for a four-degree centigrade increase protocol. The effect on aerosol and cloud formation is discussed and the cloud optical thickness is estimated to increase more than 2%.

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Laoprom, Ittipon, und Satean Tunyasrirut. „Design of PI Controller for Voltage Controller of Four-Phase Interleaved Boost Converter Using Particle Swarm Optimization“. Journal of Control Science and Engineering 2020 (16.03.2020): 1–13. http://dx.doi.org/10.1155/2020/9515160.

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This article introduces voltage feedback controlling using the PI controller tuned gains by metaheuristic optimizations for a four-phase interleaved boost converter. The metaheuristic optimizations, particle swarm optimization (PSO), genetic algorithm (GA), and Tabu search (TS) are applied to find the optimal gains for the proposed control system. In experiment, the designed control system is implemented on the DSP board TMS320F28335 with MATLAB/Simulink. In this paper, there are two conditions of the control system in the test, without load and with load. The response result of the proposed control system tuned gains by PSO is no overshoot and approaches to the steady state better than GA and TS methods. Moreover, it is able to maintain the output voltage feedback at a constant level according to the control signal both without load and with load conditions. As a result, the four-phase interleaved boost converter is regulated by the PI controller tuned gains with PSO which could efficiently maintain the voltage of both levels.

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Armstrong, Doug P. „Levels of cause and effect as organizing principles for research in animal behaviour“. Canadian Journal of Zoology 69, Nr. 4 (01.04.1991): 823–29. http://dx.doi.org/10.1139/z91-124.

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Animal behaviour can be explained from several complementary perspectives, and these explanations can be formally categorized into "levels of analysis." Recognizing levels of analysis may prevent unnecessary conflict between complementary explanations and promote the understanding of behaviour from all possible perspectives. However, there is considerable room for debate as to the best framework of levels. The current framework is based on the concept of "proximate and ultimate causes," which merges the functional consequences of a behaviour with its evolutionary causes. Consequently, the use of this framework leads to confusion between causes and effects of behaviours, and leaves no room for studies of the effects of a behaviour other than those with adaptive significance for the animal performing it. A more balanced approach can be encouraged by considering questions about causes and effects of behaviours to be in separate categories, with their own analytical levels. Causes of behaviours can be explained by processes on at least four levels: evolution, ontogeny, fluctuations in an animal's state, and occurrence of behaviour-eliciting stimuli. Effects of behaviour may also occur on several levels, but the levels will depend on what is being affected (i.e., the animal performing the behaviour, other organisms, or the physical environment). The causes of behaviours can be influenced by their effects through feedback mechanisms such as reinforcement and natural selection. However, we should not assume such feedback mechanisms to be important in the causation of all behaviours. If we use the effects of behaviours to explain why they occur, it is important to explicitly recognize the feedback mechanism(s) invoked.

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Dissertationen zum Thema "Four levels of feedback"

Lassell, Deborah Deanna. „Heart rate monitor feedback and children's levels of physical activity /“. view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283960311&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 111-116). Also available for download via the World Wide Web; free to University of Oregon users.

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Olsson, Sandra. „Digitala läromedel och återkoppling i matematik för årskurs 1-3. : Lärares möjlighet till återkoppling med digitala läromedel“. Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84694.

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Digital teaching materials are today considered an important complement in the teaching of mathematics in today's school. As our society becomes increasingly digital, it is even more important that the school adapts and develops its knowledge in digital curricula. That teachers then have knowledge of how these teaching aids are structured and work is now even more important, partly so they know which teaching aid is most effective both for the student's knowledge and development and as an aid to the teacher's ability to assess. In this work, a qualitative content analysis of five digital teaching materials in mathematics has been done. The purpose of the content analysis was to see which digital teaching materials have feedback as part of their offer and whether the teacher has the opportunity to provide feedback to the students in the digital teaching materials in mathematics for grades 1-3. All the digital teaching materials have been analyzed based on the student's and teacher's insight into the teaching materials, this was done with the help of an analysis schedule. The results have then been set against different levels of feedback to conclude that all five digital teaching aids have feedback at the task level as an important aspect. Furthermore, the analysis showed that there are three "types" of e-textbooks. One of the digital teaching materials examined belonged to one "type" of e-textbook while the other four belonged to one and the same. Finally, it could be stated that all five digital teaching aids have some shortcomings when it comes to feedback.
Digitala läromedel anses idag vara ett viktigt komplement i undervisningen inom matematik i dagens skola. Då vårt samhälle blir allt mer digitaliserat är det ännu viktigare att skolan anpassar sig och utvecklar sina kunskaper inom digitala verktyg. Att lärare då har kunskap om hur dessa läromedel är uppbyggda och fungerar är nu ännu viktigare, dels för att de ska veta vilket läromedel som är mest effektivt både före elevens kunskapsutveckling och som hjälpmedel för lärarens möjlighet till bedömning. I detta arbete har en kvalitativ innehållsanalys av fem digitala läromedel inom matematik gjorts. Syftet med innehållsanalysen var att se vilka digitala läromedel som har återkoppling som en del av sitt utbud samt om läraren har möjlighet till att ge återkoppling till eleverna via de digitala läromedlen i matematik för år 1–3. Alla de digitala läromedlen har analyserats utifrån elevens och lärarens insyn i dem, detta gjordes med hjälp av ett analysschema. Resultatet har sedan ställts emot olika nivåer av återkoppling för att komma fram till att alla de fem digitala läromedlen har återkoppling på uppgiftsnivå som en viktig aspekt. Vidare visade analysen att det finns tre ”typer” av e-läroböcker, det vill säga digitala läromedel. Ett av dem som undersöktes tillhörde en ”typ” av e-lärobok medan de andra fyra tillhörde ett annat digitalt läromedel. Slutligen kunde det konstateras att alla de digitala läromedel som undersöktes har några brister när det kommer till återkoppling.

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Silva, Daniele Fernandes e. „A levels-of-precision approach for physics-based soft tissues modeling“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/119120.

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Simulação computacional de ambientes cirúrgicos têm sido amplamente utilizados, normalmente para treinamentos, ajudando no desenvolvimento de habilidades essenciais e minimizando erros em procedimentos cirúrgicos. Para estes ambientes, é essencial a obtenção de um comportamento mais realista, sendo importante o uso de técnicas com alta precisão, além de uma simulação em tempo real. A fim de melhor controlar este trade-off entre eficiência e eficácia, apresentamos um ambiente híbrido e adaptativo que combina um conjunto de métodos para alcançar uma boa precisão e desempenho na simulação. Nosso sistema mescla métodos físicos de deformação (Método de Elementos Finitos e Mass-Mola) com um método não-físico que aproxima o comportamento dos primeiros (Green Coordinates), sendo capaz de utilizar o método apropriado dependendo da situação. Para melhor simular um ambiente cirúrgico completo, foram implementadas ferramentas adicionais para interação, permitindo pegar e manipular, queimar, e sentir os objetos do cenário. Nosso sistema proporciona grande imersão ao usuário, consumindo menos recursos computacionais e aumentando as taxas de atualização da simulação.
Computational simulation of surgical environments have been widely used usually for trainings, improving essential skills and minimizing errors in surgical procedures. As these environments are always looking for a more realistic behavior, it is important to use high-precision techniques while ensuring a real-time simulation. In order to better manage this trade-off between efficiency and effectiveness, we present a hybrid and adaptive environment that combines a set of methods to achieve good accuracy and performance for a simulation. Our system merges physically deformation methods (Finite Elements Method and Mass Spring Damper) with a non-physical method that approximates the formers behavior (Green Coordinates), being able to use the appropriate method depending on the situation. To simulate an approximation of a complete surgical environment, we also implement interaction tools, such as picking, burning, and haptic feedback. Our system provides great immersion for the user, consuming less computational resources and increasing update rates.

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Donckers-Roseveare, Kathryn. „Periodic feedback to reduce cholesterol levels“. Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41912.

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Johnson, Jacqueline. „Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3337.

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The most powerful influence on student achievement is the classroom teacher and the most effective instructional strategy teachers can use to increase student learning and achievement is effective feedback (Hattie & Timperley, 2007). The research on teacher feedback in kindergarten classrooms is scarce therefore this study helps reduce the void in the literature on the importance of teacher feedback in kindergarten classrooms. The purpose of this study was to examine effective teachers’ perceptions of the amount and kind of feedback they provide to their students and to determine if their perceptions match the feedback they actually provide. The participants in the study were four teachers from a public elementary school in middle Tennessee. Each teacher received the rating of effective teacher according to their 2015-2016 state-wide teacher evaluation. This study is based upon Lev Vygotsky’s sociocultural theory which proclaims student learning can be increased when teachers provide the necessary support to complete a task at a level higher than their current level of functioning. Teacher feedback is an effective and efficient instructional strategy to bridge the gap between students’ actual level of understanding and the level required to become independently successful. It is important, therefore that teachers become knowledgeable of feedback that will encourage rather than discourage independent learning. The qualitative design of this study included observing and analyzing teacher feedback during whole group instruction in kindergarten classrooms. The researcher collected data on four observed levels of teacher feedback: feedback about the task, feedback about the process, feedback about self-regulation and personal feedback about the self. Teachers’ perceptions of the kinds of feedback they provide most frequently did not match observed levels of feedback. The participants perceived themselves to provide more feedback about the process and self-regulation which are the most effective levels of feedback to increase student achievement. Their perceptions did not match observed levels of feedback provided to their students. The results of this study may be used as a catalyst for districts to provide professional development to instruct teachers how to effectively use the four levels of teacher feedback to increase student academic progress.

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Burkett, Paul A. „Frequent cholesterol feedback as an aid in lowering cholesterol levels“. Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44704.

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Twenty six male and two female participants in the Cardiac Therapy Program at Virginia Tech were stratified, based upon level of total cholesterol (TC) and length of time in the Cardiac Program, and then randomly assigned to either experimental or control groups. Participants ranged in age from 43 to 68 years and all had baseline TC levels greater than 200 mg/dl. There were no significant differences between groups in terms of baseline TC (control M : 248 mg/dl; experimental M = 251 mg/dl), blood pressure (BP), weight, predicted percent body fat, dietary fat/cholesterol, age, education, or program attendance.
Master of Science

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Merrill, John Austin. „Levels of questioning and forms of feedback : instructional factors in courseware design /“. The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726053195859.

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Cull, Deneen Jane. „Quantitative comparison of levels of organic wastes from four major sources at four scales along the Newfoundland coastline“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0034/MQ62379.pdf.

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Jagodnik, Kathleen M. „Reinforcement Learning and Feedback Control for High-Level Upper-Extremity Neuroprostheses“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1395789620.

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Jamoom, Osama Albashir. „Teachers' beliefs and practices of feedback and preferences of students for feedback in university level EFL writing classrooms“. Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/411887/.

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This study examines teachers’ beliefs and practices of feedback in their writing classrooms, focusing particularly on the factors that shape these beliefs and practices. It also investigates junior and senior students’ preferences for feedback and their problems and strategies for handling feedback. It explores students’ reasons for their preferences. Further, it diagnoses the impact of students’ experience on their preferences, problems and strategies. It identifies the matches and mismatches between preferences of students and teachers’ practices. To achieve these objectives, junior and senior students’ data from questionnaire and interview were integrated, and teachers’ data from questionnaire, interview and analysis of teachers’ written feedback were triangulated. The findings suggest that not all teachers’ beliefs about feedback are translated into their practices. The factors shape teachers’ beliefs and practices are contextual factors (time allocated to writing classes, classroom size and availability of resources), teacher factors (teachers’ experiences with feedback as teachers and as student, teachers’ knowledge and their training) and student factors (students’ level of proficiency and students’ needs and preferences). The teachers’ ways of providing feedback are also guided by several pedagogical reasons (e.g. securing students’ understanding of feedback, prompting students’ engagement with feedback, meeting students’ needs). The results also reveal that the students seem to value feedback on their writing. However, there are some differences between junior and senior students’ preferences for the different aspects of feedback and differences between their difficulties and strategies for handling feedback. These results indicate that students’ experience has an impact on their preferences and ability to deal with feedback. Junior students seem to be more dependent on their teachers and classmates than senior students are. The findings also identify some differences between teachers’ practices and students’ views. This suggests that teachers’ practices may not always influence students’ preferences. These findings imply that feedback might be more effective if teachers consider their context of teaching, students’ experience, students’ proficiency level and needs. They also need to work cooperatively for extending their knowledge about feedback and developing their ways of providing feedback. The educational authorities need to offer information resources and training opportunities to enhance teachers’ professional development in responding to students’ writing effectively.

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Bücher zum Thema "Four levels of feedback"

Evaluating training programs: The four levels. San Francisco: Berrett-Koehler, 1994.

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Evaluating training programs: The four levels. 2. Aufl. San Francisco, Calif: Berrett-Koehler Publishers, 1998.

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1952-, Kirkpatrick James D., Hrsg. Evaluating training programs: The four levels. 3. Aufl. San Francisco, CA: Berrett-Koehler, 2005.

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Kirkpatrick, Donald L. Evaluating training programs: The four levels. 2. Aufl. San Francisco, Calif: Berrett-Koehler Publishers, 1998.

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Schwaegler, David Gary. A computer-based trainer for music conducting: The effects of four feedback modes. Ann Arbor, Mich: U.M.I., 1989.

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Kiester, Jane Bell. Blowing away the state writing assessment test: Four steps to better scores for teachers of all levels. 2. Aufl. Gainesville, FL: Maupin House, 2000.

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Blowing away the state writing assessment test: Four steps to better scores for teachers of all levels. Gainesville, FL: Maupin House, 1996.

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African Forum for Catholic Social Teachings. Four levels of Catholic social teaching: A guide to teaching CST in seminaries and formation houses in Africa. Mount Pleasant, Harare, Zimbabwe: African Forum for Catholic Social Teaching, 2009.

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Gawain, Shakti. The four levels of healing: A guide to balancing the spiritual, mental, emotional, and physical aspects of life. Novato, CA: Nataraj Pub., 2000.

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Dileanis, Peter D. Osmotic potential and projected drought tolerance of four phreatophytic shrub species in Owens Valley, California: With a section on plant-water relations. Denver, CO: U.S. Geological Survey, 1989.

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Buchteile zum Thema "Four levels of feedback"

Yelenik, Stephanie G., Carla M. D'Antonio, Evan M. Rehm und Iain R. Caldwell. „Multiple feedbacks due to biotic interactions across trophic levels can lead to persistent novel conditions that hinder restoration.“ In Plant invasions: the role of biotic interactions, 402–20. Wallingford: CABI, 2020. http://dx.doi.org/10.1079/9781789242171.0402.

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Abstract Unlike traditional successional theory, Alternate Stable Equilibrium (ASE) theory posits that more than one community state is possible in a single environment, depending on the order that species arrive. ASE theory is often invoked in management situations where initial stressors have been removed, but native-dominated communities are not returning to degraded areas. Fundamental to this theory is the assumption that equilibria are maintained by positive feedbacks between colonizers and their environment. While ASE has been relatively well studied in aquatic ecosystems, more complex terrestrial systems offer multiple challenges, including species interactions across trophic levels that can lead to multiple feedbacks. Here, we discuss ASE theory as it applies to terrestrial, invaded ecosystems, and detail a case study from Hawai'i that exemplifies how species interactions can favour the persistence of invaders, and how an understanding of interactions and feedbacks can be used to guide management. Our system includes intact native-dominated mesic forest and areas cleared for pasture, planted with non-native grasses, and later planted with a monoculture of a native nitrogen-fixing tree in an effort to restore forests. We discuss interactions between birds, understorey fruiting native species, understorey non-native grasses, soils and bryophytes in separate feedback mechanisms, and explain our efforts to identify which of these feedbacks is most important to address in a management context. Finally, we suggest that using models can help overcome some of the challenges that terrestrial ecosystems pose when studying ASE.

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Macruz, Andrea, Ernesto Bueno, Gustavo G. Palma, Jaime Vega, Ricardo A. Palmieri und Tan Chen Wu. „Measuring Human Perception of Biophilically-Driven Design with Facial Micro-expressions Analysis and EEG Biosensor“. In Proceedings of the 2021 DigitalFUTURES, 231–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5983-6_22.

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AbstractThis paper investigates the role technology and neuroscience play in aiding the design process and making meaningful connections between people and nature. Using two workshops as a vehicle, the team introduced advanced technologies and Quantified Self practices that allowed people to use neural data and pattern recognition as feedback for the design process. The objective is to find clues to natural elements of human perception that can inform the design to meet goals for well-being. A pattern network of geometric shapes that achieve a higher level of monitored meditation levels and point toward a positive emotional valence is proposed. By referencing biological forms found in nature, the workshops utilized an algorithmic process that explored how nature can influence architecture. To measure the impact, the team used FaceOSC for capture and an Artificial Neural Network for micro-expression recognition, and a MindWave sensor manufactured by NeuroSky, which documented the human response further. The methodology allowed us to establish a boundary logic, ranking geometric shapes that suggested positive emotions and a higher level of monitored meditation levels. The results pointed us to a deeper level of understanding relative to geometric shapes in design. They indicate a new way to predict how well-being factors can clarify and rationalize a more intuitive design process inspired by nature.

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Hermans, Hubert J. M., und Rob Bartels. „Four Levels of Identity“. In Citizenship Education and the Personalization of Democracy, 130–38. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003031116-14.

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Garritzmann, Julian L. „Individual-Level Attitudes Towards Subsidies: How Positive Feedback-Effects Prevent (Radical) Change in the Four Worlds of Student Finance“. In The Political Economy of Higher Education Finance, 267–99. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29913-6_6.

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Kirkpatrick, Donald L. „The Four Levels of Evaluation“. In Evaluating Corporate Training: Models and Issues, 95–112. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4850-4_5.

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Leydesdorff, Loet. „Evolutionary and Institutional Triple Helix Models“. In Qualitative and Quantitative Analysis of Scientific and Scholarly Communication, 89–113. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59951-5_5.

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AbstractThe institutional TH model focuses on relations of universities, industries, and governments in networks. Institutional arrangements develop over time along trajectories. The Triple-Helix metaphor of university-industry-government relations can also be elaborated into a neo-evolutionary model combining the vertical differentiation among the levels (in terms of relations, correlations, perspectives, and horizons of meaning) with the options for horizontal differentiation among the codes (e.g., markets, technologies, politics, etc., oper-ating in parallel). The neo-evolutionary model focuses on the interactions among selection mechanisms (markets, technologies, endowments) at the regime level. The historical and evolutionary dynamics feedback on each other. The relative weights of the historical versus evolutionary dynamics can be measured as a trade-off. Among three or more selection environments, synergy can be generated as redundancy on top of the aggregates of bilateral and unilateral contributions to the information flows. The number of new options available to an innovation system for realization may be as decisive for its survival more than the historical record of past performance.

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Beatty, Warren. „Four Levels (Scales) of Data Measurement“. In SpringerBriefs in Statistics, 17–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68264-8_4.

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Burd, Elizabeth. „A Study of Software Evolution at Different Levels of Granularity“. In Software Evolution and Feedback, 223–47. Chichester, UK: John Wiley & Sons, Ltd, 2006. http://dx.doi.org/10.1002/0470871822.ch11.

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Kurtoğlu-Hooton, Nur. „From Case Studies Two, Three, and Four“. In Confirmatory Feedback in Teacher Education, 91–102. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-52439-3_7.

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Radisavljević-Gajić, Verica, Miloš Milanović und Patrick Rose. „Four-Stage Continuous-Time Feedback Controller Design“. In Mechanical Engineering Series, 109–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10389-7_6.

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Konferenzberichte zum Thema "Four levels of feedback"

Fan, Yuanlong, Yanguang Yu, Jiangtao Xi, Joe F. Chicharo und Huiying Ye. „A displacement reconstruction algorithm used for optical feedback self mixing interferometry system under different feedback levels“. In Photonics Asia 2010, herausgegeben von Kevin Harding, Peisen S. Huang und Toru Yoshizawa. SPIE, 2010. http://dx.doi.org/10.1117/12.870051.

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Cai, Pei, Xiaohua Wu, Runyu Sun und Yanzhe Wu. „Exact feedback linearization of general four-level buck DC-DC converters“. In 2017 29th Chinese Control And Decision Conference (CCDC). IEEE, 2017. http://dx.doi.org/10.1109/ccdc.2017.7979316.

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Websdale, Daniel, M. Purva, D. Major und K. Denning. „8 Can confidence levels of delivering debriefs and feedback be improved in the classroom?“ In Abstracts of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 15th to 17th November 2016, Bristol, UK. The Association for Simulated Practice in Healthcare, 2016. http://dx.doi.org/10.1136/bmjstel-2016-000158.61.

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Bao, Qifang, Mian Mobeen Shaukat, Asmaa Elantary und Maria C. Yang. „Eco-Feedback Designs: A Balance Between the Quantitative and the Emotional“. In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59376.

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Eco-feedback design is a strategy for encouraging sustainable behavior by making users aware of the resources they consume. Reminding users of their resource usage can help them understand the environmental impacts of their actions and evoke feelings such as sympathy or responsibility for the environment. This study investigated two aspects of presenting resource usage information in eco-feedback designs: the quantitative clarity of the information, and the strength of emotion evoked by the designs. This paper examines how these two aspects of eco-feedback influence users’ perception and preference for the designs. Four design prompts with different levels of quantitative clarity and emotion were used to generate 16 designs. An online survey with these designs was distributed among students at four universities in two countries. Results from 216 valid responses showed evidence that both the quantitative and emotional aspects are important to the eco-feedback designs. The survey also gathered data about respondents’ knowledge about resource consumption. Results suggested that students in technical majors were generally better at estimating resource consumption, and tended to prefer designs with more quantitative data. In contrast, students in non-technical majors generally made less accurate estimates and tended to prefer designs that evoke stronger emotions. These findings could inform designers on how to make more effective eco-feedback designs to promote sustainable behaviors.

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Joyce, Bryan S., und Pablo A. Tarazaga. „Active Artificial Hair Cells Using Nonlinear Feedback Control“. In ASME 2014 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/smasis2014-7419.

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There is interest in developing devices that mimic the sound transduction of the cochlear hair cells. Current artificial hair cell (AHC) designs have focused on passive transduction of sound into electrical signals. However, measurements inside living cochleae have revealed that a nonlinear amplification is at work in mammalian hearing. This amplification lowers the threshold for sound detection allowing mammals to hear faint sounds. The nonlinearity results in an amplitude compression whereby a large range of sound pressure levels produces a smaller range of displacements. This compressive nonlinearity gives the ear a large dynamic range. This work seeks to develop and analyze active artificial hair cells which employ a bio-inspired amplification to improve performance. This paper examines two artificial hair cell designs. The first is an 18.5 in long aluminum cantilever beam which is excited and controlled using piezoelectric actuators along the length of the beam. The second design is a one inch piezoelectric bimorph beam subject to a base excitation. In both cases a nonlinear feedback control law is implemented which reduces the beam’s linear viscous damping and introduces a cubic damping term. Model and experimental results show the control law amplified the response of the artificial hair cell to low excitation levels near the resonance frequency. Increasing input levels produced a compressive nonlinearity at resonance similar to that observed in measurements from mammalian cochleae. This work could lead to the development of new bio-inspired sensors with a lower threshold of detection, improved frequency sensitivity, and larger dynamic range.

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Constantin, Nicolas G., Peter J. Zampardi und Mourad N. El-Gamal. „A Gated Envelope Feedback Technique for Automatic Hardware Conditioning of RFIC PA's at Low Power Levels“. In 2007 IEEE/MTT-S International Microwave Symposium. IEEE, 2007. http://dx.doi.org/10.1109/mwsym.2007.380309.

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Nerga˚rd, Henrik, und Tobias Larsson. „Challenges for Experience Feedback in Engineering Design“. In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87305.

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In this paper empirical finding from a study conducted at an aerospace company is compared to theory regarding Experience Feedback (EF), Lessons Learned (LL) and Decision Making (DM). The purpose with the study was to examine how EF within the organization was conducted and what problems and possibilities that was seen. A qualitative approach was taken and interviews and a workshop was conducted. The empirical findings show that EF exist on different levels within the organization but current feedback processes are currently leaning more towards archiving and storing than knowledge sharing and learning. Also passive dissemination approaches are mostly used whereas active dissemination within the correct context is needed The aim with this paper is to discuss issues and empirical findings that should be considered when creating work methods and systems that support learning by EF and LL dissemination.

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Zhao, Ye, Nicholas Paine und Luis Sentis. „Sensitivity Comparison to Loop Latencies Between Damping Versus Stiffness Feedback Control Action in Distributed Controllers“. In ASME 2014 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/dscc2014-6207.

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This paper studies the effects of damping and stiffness feedback loop latencies on closed-loop system stability and performance. Phase margin stability analysis, step response performance and tracking accuracy are respectively simulated for a rigid actuator with impedance control. Both system stability and tracking performance are more sensitive to damping feedback than stiffness feedback latencies. Several comparative tests are simulated and experimentally implemented on a real-world actuator to verify our conclusion. This discrepancy in sensitivity motivates the necessity of implementing embedded damping, in which damping feedback is implemented locally at the low level joint controller. A direct benefit of this distributed impedance control strategy is the enhancement of closed-loop system stability. Using this strategy, feedback effort and thus closed-loop actuator impedance may be increased beyond the levels possible for a monolithic impedance controller. High impedance is desirable to minimize tracking error in the presence of disturbances. Specially, trajectory tracking accuracy is tested by a fast swing and a slow stance motion of a knee joint emulating NASA-JSC’s Valkyrie legged robot. When damping latencies are lowered beyond stiffness latencies, gravitational disturbance is rejected, thus demonstrating the accurate tracking performance enabled by a distributed impedance controller.

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Wu, Jian-Yi, Ahmad Bahai, Raj Subramoniam, Zhenyong Zhang, Ali Djabbari, Peter Holloway, Franco Maloberti, Masood Yousefi, Mehmet Aslan und Hua Hong. „Multi-Bit Sigma Delta ADC with Reduced Feedback Levels, Extended Dynamic Range and Increased Tolerance for Analog Imperfections“. In 2007 IEEE 29th Custom Integrated Circuits Conference. IEEE, 2007. http://dx.doi.org/10.1109/cicc.2007.4405685.

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Wong, Chan, Carlos Montes, Laine Mears und John Ziegert. „A New Position Feedback Method for Manufacturing Equipment“. In ASME 2008 International Manufacturing Science and Engineering Conference collocated with the 3rd JSME/ASME International Conference on Materials and Processing. ASMEDC, 2008. http://dx.doi.org/10.1115/msec_icmp2008-72222.

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This paper presents an innovative real time 2-dimensional position feedback method, which processes visual input data from a target image on an actively-controlled planar pixel matrix. The objective is to demonstrate the ability to position an X-Y stage with high resolution, using direct position sensing of a dynamically controlled image. In order to achieve high spatial resolution using a pixel array as a target, an algorithm that processes both the geometric shape and the grayscale intensities of the image is implemented. The test platform consists of an X-Y stage carrying a Liquid Crystal Display (LCD) screen that is imaged by a stationary digital camera. The pixel intensities on the LCD screen are modified dynamically to provide 2-dimensional position command inputs that translate to the desired stage motion. The digital images acquired by the camera are used to provide position error feedback to the controller. Experimental results show that direct position sensing is possible to a certain degree of accuracy. However, in order to match today’s CNC machines’ accuracy levels further processing of the digital images is required. A noise reduction algorithm to filter the fluctuations of the measurements in the digital images is proposed as future work, as well as other considerations.

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Berichte der Organisationen zum Thema "Four levels of feedback"

Haywood, James D. Seasonal and cumulative loblolly pine development under two stand density and fertility levels through four growing seasons. New Orleans, LA: U.S. Department of Agriculture, Forest Service, Southern Forest Experiment Station, 1994. http://dx.doi.org/10.2737/so-rp-283.

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Knight, Ruth, und Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.

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Pritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Roye, Thorsten. Unsettled Technology Areas in Deterministic Assembly Approaches for Industry 4.0. SAE International, August 2021. http://dx.doi.org/10.4271/epr2021018.

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Increased production rates and cost reduction are affecting manufacturing in all sectors of the mobility industry. One enabling methodology that could achieve these goals in the burgeoning “Industry 4.0” environment is the deterministic assembly (DA) approach. The DA approach is defined as an optimized assembly process; it always forms the same final structure and has a strong link to design-for-assembly and design-for-automation methodologies. It also looks at the whole supply chain, enabling drastic savings at the original equipment manufacturer (OEM) level by reducing recurring costs and lead time. Within Industry 4.0, DA will be required mainly for the aerospace and the space industry, but serves as an interesting approach for other industries assembling large and/or complex components. In its entirety, the DA approach connects an entire supply chain—from part manufacturing at an elementary level to an OEM’s final assembly line level. Addressing the whole process of aircraft design and manufacturing is necessary to develop further collaboration models between OEMs and the supply chain, including addressing the most pressing technology challenges. Since all parts aggregate at the OEM level, the OEM—as an integrator of all these single parts—needs special end-to-end methodologies to drastically decrease cost and lead time. This holistic approach can be considered in part design as well (in the design-for-automation and design-for-assembly philosophy). This allows for quicker assembly at the OEM level, such as “part-to-part” or “hole-to-hole” approaches, versus traditional, classical assembly methods like manual measurement or measurement-assisted assembly. In addition, it can increase flexibility regarding rate changes in production (such as those due to pandemic- or climate-related environmental challenges). The standardization and harmonization of these areas would help all industries and designers to have a deterministic approach with an end-to-end concept. Simulations can easily compare possible production and assembly steps with different impacts on local and global tolerances. Global measurement feedback needs high-accuracy turnkey solutions, which are very costly and inflexible. The goal of standardization would be to use Industry 4.0 feedback and features, as well as to define several building blocks of the DA approach as a one-way assembly (also known as one-up assembly, or “OUA”), false one-way assembly, “Jig-as-Master,” etc., up to the hole-to-hole assembly approach. The evolution of these assembly principles and the link to simulation approaches are undefined and unsolved domains; they are discussed in this report. They must be discussed in greater depth with aims of (first) clarifying the scope of the industry-wide alignment needs and (second) prioritizing the issues requiring standardization. NOTE: SAE EDGE™ Research Reports are intended to identify and illuminate key issues in emerging, but still unsettled, technologies of interest to the mobility industry. The goal of SAE EDGE™ Research Reports is to stimulate discussion and work in the hope of promoting and speeding resolution of identified issues. SAE EDGE™ Research Reports are not intended to resolve the challenges they identify or close any topic to further scrutiny.

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Jorgensen, Frieda, Andre Charlett, Craig Swift, Anais Painset und Nicolae Corcionivoschi. A survey of the levels of Campylobacter spp. contamination and prevalence of selected antimicrobial resistance determinants in fresh whole UK-produced chilled chickens at retail sale (non-major retailers). Food Standards Agency, Juni 2021. http://dx.doi.org/10.46756/sci.fsa.xls618.

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Campylobacter spp. are the most common bacterial cause of foodborne illness in the UK, with chicken considered to be the most important vehicle for this organism. The UK Food Standards Agency (FSA) agreed with industry to reduce Campylobacter spp. contamination in raw chicken and issued a target to reduce the prevalence of the most contaminated chickens (those with more than 1000 cfu per g chicken neck skin) to below 10 % at the end of the slaughter process, initially by 2016. To help monitor progress, a series of UK-wide surveys were undertaken to determine the levels of Campylobacter spp. on whole UK-produced, fresh chicken at retail sale in the UK. The data obtained for the first four years was reported in FSA projects FS241044 (2014/15) and FS102121 (2015 to 2018). The FSA has indicated that the retail proxy target for the percentage of highly contaminated raw whole retail chickens should be less than 7% and while continued monitoring has demonstrated a sustained decline for chickens from major retailer stores, chicken on sale in other stores have yet to meet this target. This report presents results from testing chickens from non-major retailer stores (only) in a fifth survey year from 2018 to 2019. In line with previous practise, samples were collected from stores distributed throughout the UK (in proportion to the population size of each country). Testing was performed by two laboratories - a Public Health England (PHE) laboratory or the Agri-Food & Biosciences Institute (AFBI), Belfast. Enumeration of Campylobacter spp. was performed using the ISO 10272-2 standard enumeration method applied with a detection limit of 10 colony forming units (cfu) per gram (g) of neck skin. Antimicrobial resistance (AMR) to selected antimicrobials in accordance with those advised in the EU harmonised monitoring protocol was predicted from genome sequence data in Campylobacter jejuni and Campylobacter coli isolates The percentage (10.8%) of fresh, whole chicken at retail sale in stores of smaller chains (for example, Iceland, McColl’s, Budgens, Nisa, Costcutter, One Stop), independents and butchers (collectively referred to as non-major retailer stores in this report) in the UK that are highly contaminated (at more than 1000 cfu per g) with Campylobacter spp. has decreased since the previous survey year but is still higher than that found in samples from major retailers. 8 whole fresh raw chickens from non-major retailer stores were collected from August 2018 to July 2019 (n = 1009). Campylobacter spp. were detected in 55.8% of the chicken skin samples obtained from non-major retailer shops, and 10.8% of the samples had counts above 1000 cfu per g chicken skin. Comparison among production plant approval codes showed significant differences of the percentages of chicken samples with more than 1000 cfu per g, ranging from 0% to 28.1%. The percentage of samples with more than 1000 cfu of Campylobacter spp. per g was significantly higher in the period May, June and July than in the period November to April. The percentage of highly contaminated samples was significantly higher for samples taken from larger compared to smaller chickens. There was no statistical difference in the percentage of highly contaminated samples between those obtained from chicken reared with access to range (for example, free-range and organic birds) and those reared under standard regime (for example, no access to range) but the small sample size for organic and to a lesser extent free-range chickens, may have limited the ability to detect important differences should they exist. Campylobacter species was determined for isolates from 93.4% of the positive samples. C. jejuni was isolated from the majority (72.6%) of samples while C. coli was identified in 22.1% of samples. A combination of both species was found in 5.3% of samples. C. coli was more frequently isolated from samples obtained from chicken reared with access to range in comparison to those reared as standard birds. C. jejuni was less prevalent during the summer months of June, July and August compared to the remaining months of the year. Resistance to ciprofloxacin (fluoroquinolone), erythromycin (macrolide), tetracycline, (tetracyclines), gentamicin and streptomycin (aminoglycosides) was predicted from WGS data by the detection of known antimicrobial resistance determinants. Resistance to ciprofloxacin was detected in 185 (51.7%) isolates of C. jejuni and 49 (42.1%) isolates of C. coli; while 220 (61.1%) isolates of C. jejuni and 73 (62.9%) isolates of C. coli isolates were resistant to tetracycline. Three C. coli (2.6%) but none of the C. jejuni isolates harboured 23S mutations predicting reduced susceptibility to erythromycin. Multidrug resistance (MDR), defined as harbouring genetic determinants for resistance to at least three unrelated antimicrobial classes, was found in 10 (8.6%) C. coli isolates but not in any C. jejuni isolates. Co-resistance to ciprofloxacin and erythromycin was predicted in 1.7% of C. coli isolates. 9 Overall, the percentages of isolates with genetic AMR determinants found in this study were similar to those reported in the previous survey year (August 2016 to July 2017) where testing was based on phenotypic break-point testing. Multi-drug resistance was similar to that found in the previous survey years. It is recommended that trends in AMR in Campylobacter spp. isolates from retail chickens continue to be monitored to realise any increasing resistance of concern, particulary to erythromycin (macrolide). Considering that the percentage of fresh, whole chicken from non-major retailer stores in the UK that are highly contaminated (at more than 1000 cfu per g) with Campylobacter spp. continues to be above that in samples from major retailers more action including consideration of interventions such as improved biosecurity and slaughterhouse measures is needed to achieve better control of Campylobacter spp. for this section of the industry. The FSA has indicated that the retail proxy target for the percentage of highly contaminated retail chickens should be less than 7% and while continued monitoring has demonstrated a sustained decline for chickens from major retailer stores, chicken on sale in other stores have yet to meet this target.

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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.

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Stawiski, Sarah, Stephen Jeong und Heather Champion. Leadership Development Impact (LDI) Framework. Center for Creative Leadership, November 2020. http://dx.doi.org/10.35613/ccl.2020.2040.

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There is abundant evidence that leadership development leads to positive impact. But how do we define impact, and what factors should be considered when assessing the results of leadership development? Our comprehensive framework is specifically relevant to leadership development and defines four levels of impact (individual, group, organizational, and societal) as well as three factors that contribute to its effectiveness (leader characteristics, leadership solution, and context). Understanding the four levels will enable organizations to clarify the goals and purpose of their development initiatives and know where to focus measurement. Attending to the contributing factors can help organizations understand the results they are getting and take appropriate steps to maximize the impact of their development initiatives.

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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina und Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, Juni 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, Pakistan, Nepal and Bangladesh provide an overview of the CLA model and illustrate a range of ways in which the model has been implemented in the four South Asian countries to monitor and improve learning. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER – a word that means ‘impact’ in three of these four countries. By design, ASER assesses foundational reading and numeracy skills.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas und Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, Februar 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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