Dissertations / Theses on the topic 'Feedback'
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Sparr, Jennifer. "Feedback Environment, Feedback Fairness, and the Feedback Intervention Theory." [S.l. : s.n.], 2008. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-61041.
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Cummins, Stephen Alexander. "Feedback 2.0 : an investigation into using sharable feedback tags as programming feedback." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/400/.
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Objectives: Learning and teaching computer programming is a recognised challenge in Higher Education. Since feedback is regarded as being the most important part of the learning process, it is expected that improving it could support students' learning. This thesis aims to investigate how new forms of feedback can improve student learning of programming and how feedback sharing can further enhance the students' learning experience. Methods: This thesis investigates the use of new forms of feedback for programming courses. The work explores the use of collaborative tagging often found in Web 2.0 software systems and a feedback approach that requires examiners to annotate students source code with short, potentially reusable feedback. The thesis utilises a variety of research methods including questionnaires, focus groups and collection of system usage data recorded from student interactions with their feedback. Sentiment and thematic analysis are used to investigate how well feedback tags communicate the intended message from examiners to students. The approaches used are tested and refined over two preliminary investigations before use in the final investigation. Results: The work identified that a majority of students responded positively to the new feedback approach described. Student engagement was high with up to 100% viewing their feedback and at least 42% of students opting to share their feedback. Students in the cohort who achieved either the lower or higher marks for the assignment appeared more likely to share their feedback. Conclusions: This thesis has demonstrated that sharing of feedback can be useful for disseminating good practice and common pitfalls. Provision of feedback which is contextually rich and textually concise has resulted in higher engagement from students. However, the outcomes of this research have been shown to be influenced by the assessment process adopted by the University. For example, students were more likely to engage with their feedback if marks are unavailable at the time of feedback release. This issue and many others are proposed as further work.
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Pettersson, Oskar, and Erik Svensson. "Haptic Feedback." Thesis, Linköping University, Linköping University, Department of Management and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-16387.
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Today, the use of simulators is very common and is used in many different areas, for example research, development and education. This trend has progressed due to simulators provide a cost efficient and safe platform for a large set of applications.
The assignment was given by the Division of Industrial Ergonomics and was titled “Haptic Feedback”. The purpose of this master thesis was how to add more realism into a fixed base car simulator by stimulating the human haptic perception.
When performing tasks in a substitute environment, the achieved data can differ in validity dependent on how “true” a simulator is. Therefore it is very important to resemble the actual environment as much as possible if one want data consistent with the real world. With the use of devices such as electrical motor and frequency converter, vibrations are created to simulate the vehicles contact with the surface of the road. The goal is not to recreate the real world physics – the goal is to add more realism in analogue with the present visual and audio setup.
To solve this problem many different subject areas are involved. Knowledge about software development, mechanics, construction, electronics and ergonomics are areas that are concerned in this master thesis.
Although this report will give a good overview of the haptic feedback concept, it is recommended that you visit the Virtual Reality-laboratory at the University of Linköping and try this application hands on in the simulator environment.
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Bokun, I. A. "Feedback dialogues." Thesis, National Girnic University, 2005. http://essuir.sumdu.edu.ua/handle/123456789/63566.
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Kapolka, Felix. "Pupils' Feedback." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20969.
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In a contemporary world saturated with technology, where data has become a means tounderstand and optimize almost everything, the educational sector seems reluctant towards it.In order to change that, it is argued that formative assessment is a sustainable way to monitorfeedback data for the purpose to improve school environment. Used in the classroom, it shiftsthe focus from the outcome of pupils’ learning to their real needs.This study elaborates on the lack of feedback for teachers and the referring potential oftechnology usage in schools. Due to, inter alia, a co-creation workshop, novice teachers anddesigners collaborated to create several prototypes, which were used in a real classroomsituation afterwards. Those prototypes enabled a deep understanding of the current perceptionof feedback as well as the technology awareness of students and teachers.The research results were discussed from various angles, including young teenagers’and experienced teachers’ views. The outcome analysis led to the need of a student-centredcurriculum which offers explorative access to technology and feedback for everybodyinvolved in a school environment.
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Gustafsson, Tapper Michael. "Operator Feedback." Thesis, KTH, Maskinkonstruktion (Inst.), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-232505.
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Det här är en rapport som sammanfattar ett examensarbete av studenten Michael GustafssonTapper skriven under våren 2018. Examensarbetet är en del av mastern Integreradproduktutveckling inom spåret Teknisk design på KTH, Kungliga Tekniska Högskolan iStockholm, Sverige. Dagens montörer i monteringsliner i fabriker får sin feedback från sinaverktyg men ibland missas denna information av montörerna. Det här examensarbetetresulterade i en vidareutveckling av ett tidigare projekt in kursen MF2016 Industriell design högrekurs, del 2. Resultatet var en lösning av ett par skyddsglasögon vid namn Protective SignalProvider eller PSP inom produktfamiljen Operator Feedback, OPF. PSP använde ljus från LEDlamporoch ljudvågor i form av vibrationer från benöverförande högtalare. En mer utförligundersökning gjordes också för att para den PSP med Atlas Copcos monteringssystem controllerPF6000. PSP använde sig av Bluetooth low energy för kommunikation och kan anslutas tillverktyget och till monteringens gränssnitt. En utvärdering jämförde den tidigare externaprodukten som kunde fästas på ett par skyddsglasögon med den nya produkten med integreradekomponenter. Utvärderingen resulterade i att den externa produkten skulle bli den bästalösningen för Atlas Copco att fortsätta med eftersom regleringar, lagar och standarder gör PSPför komplex att producera.This report is a document summarizing a master thesis by the student Michael GustafssonTapper written during the spring of 2018. The thesis is the part of the master Integrated ProductDesign in the field of Industrial Design engineering at KTH, The Royal Institute of Technologyin Stockholm, Sweden. Today workers in assembly lines get feedback from their tools, butsometimes this transmitted information is missed by the worker. This thesis resulted in adevelopment of a previous project in the course MF2016 Industrial Design Engineering AdvancedCourse, Part 2. The result was a solution with a pair of safety glasses by the name Protective SignalProvider or PSP within the product family Operator Feedback, OPF. PSP used light of LEDsand soundwaves in form of vibration from bone conductive speakers. A more extensiveinvestigation was also done to pair PSP to Atlas Copco’s assembly system controller PF6000. ThePSP used Bluetooth low energy for communication and can be connected to the tool in use andthe interface of the assembly. An evaluation compared the previous external product that couldbe placed on a pair of safety glasses with the new internal product with integrated components.The evaluation resulted in the external product being the best solution for Atlas Copco toproceed with since regulations, laws and standards make PSP too complex to produce.
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Waples, Christopher J. "Receptivity to feedback: an investigation of the influence of feedback sign, feedback specificity, and goal orientation." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20107.
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Doctor of PhilosophyPsychological Sciences
Patrick A. Knight
This study was designed to examine the combined influence of feedback sign (i.e., positive or negative), feedback specificity, and goal orientation on individuals’ receptivity to performance feedback. Performance feedback is an often-prescribed solution to performance problems for both individuals and organizations, but evidence regarding its effectiveness as a mechanism for promoting positive outcomes has been mixed. It has been argued that one reason for the inconsistency in previous research findings may be a failure to adequately account for reactions to feedback (e.g., receptivity). Accordingly, this study focused on a series of variables with the potential to influence receptivity, in pursuit of a more comprehensive understanding of the feedback process. It was expected that individuals with certain achievement goal orientations would be more or less receptive to different characteristics of the feedback itself, and that the nature of the task being performed would further influence their willingness to accept feedback and implement task-relevant behavioral changes. Data were collected from 536 participants via Amazon’s Mechanical Turk marketplace. Participants completed the experiment in an online environment. Each participant was asked to complete a pair of error-detection tasks, focused on either mathematical computations or grammatical accuracy. Conditionally-assigned, fabricated feedback was provided after task performance on the initial trial. Surveys were used to assess goal orientation and feedback receptivity. Results indicated that greater feedback specificity was associated with greater receptivity to feedback. Analysis also revealed that feedback sign, feedback specificity, and goal orientation interact to influence receptivity, such that for performance-oriented individuals, specific positive feedback leads to the highest levels of receptivity and specific negative feedback prompts the lowest levels of receptivity. For mastery-oriented participants, however, specific feedback was associated with high levels of receptivity, regardless of whether that feedback was positive or negative. The results are discussed within the context of relative theoretical perspectives. Practical implications, promising avenues of future inquiry, and strengths and limitations of the research are discussed.
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Tokdemir, Demirel Elif. "An Investigation Of A Complementary Feedback Model For L2 Writing: Peer And Teacher Feedback Versus Teacher Feedback." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610424/index.pdf.
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This study aimed at developing a complementary peer-teacher feedback model, in which students and teachers share the responsibility of providing feedback in a systematic way and testing its effectiveness. The effectiveness of the developed feedback model on improving students’
writing ability was tested in the context of a multiple draft writing course which followed a process approach with 57 preparatory class students at Karadeniz Technical University, Department of English Language and Literature for a period of 15 weeks (a semester). The study was designed as an experimental study in which the experimental group students were provided feedback through a complementary peer-teacher feedback model and the control group students were provided feedback through full teacher feedback. The two groups were compared in terms of their revisions, their essay scores and their attitudes towards feedback and writing. Both qualitative and quantitative data were collected through revision coding, a pretest and posttest on writing ability, two questionnaires and student reflections. The results revealed that although the traditional full teacher feedback model created more revisions on the whole, the two models did not create a difference in terms of revision quality or writing improvement between the two groups. On the other hand, the complementary peer-feedback model was found more successful in creating positive attitudes towards peer feedback and self-correction but no differences were observed in students&
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perceptions of the difficulty of writing skill. Some recommendations are made for the design and implementation of feedback activities in writing classes.
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Thomas, Alice Suganthy. "The effects of integrating kinesthetic feedback, force feedback and non-speech audio feedback in human-computer interaction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0005/MQ32872.pdf.
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Rife, Gary Logan. "THE INFLUENCE OF FEEDBACK ORIENTATION AND FEEDBACK ENVIRONMENT ON CLINICIAN PROCESSING OF FEEDBACK FROM CLIENT OUTCOME MEASURES." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477989509706831.
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Karlsson, Betina, and Linda Jonsson. "Feedback - vägen till motivation? : Ett elevperspektiv på feedback i skolan." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68990.
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Syftet med denna uppsats är att undersöka vad feedback har för betydelse och funktion i undervisningssituationer sett ur ett elevperspektiv. I studien undersöks också om elevers motivation i skolarbetet kan påverkas av olika former av feedback och i fall det finns några fallgropar med de samma. Här behandlar en litteraturöversikt skolans styrdokument och lärarens ansvar utifrån flera olika perspektiv, samt tidigare forskning kring hur samspelet ser ut mellan tanke, känsla, behov och motiv i relation till elevens motivation. Studien utgår från en kvalitativ ansats innehållande kvalitativa intervjuer med åtta elever. Den slutsats som kan dras utifrån det resultat som framkommit är att feedback fungerar motiverande i anslutning till elevers delmål i skolan, dock uttrycker sig eleverna olika gällande detta och alla är inte medvetna om hur feedback påverkar dem då de är ovana vid denna typ av reflektion. Den feedback som ges till eleverna varierar både i form och i frekvens och accepteras olika utav olika elever. Vad som därtill framgår är att feedback bör tydliggöras och utövas på ett mer professionellt sätt för att kunna stärka eleverna på ett gynnsamt sätt i deras pågående skolarbete. Vidare visar studien hur betydelsen av feedback kan ses som både positiv återkoppling och kritik samt att begreppet ses i samband elevernas självförtroende och självkänsla och därtill har en förmåga att påverka dessa i någon riktning vilket verkar utgöra grunden för motivationen.
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Sjölander, Elin, and Sara Jansson. "Medarbetare och chefers upplevelser av feedback : En enkätstudie om feedback." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39579.
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Syftet med studien var att bilda kunskap om hur feedback ges och upplevs inom ramen för ett företag i lager- och distributionsbranschen. I studien undersöktes vilka skillnader det fanns mellan medarbetarnas upplevelser av feedback avseende kön, anställningstid och ålder. Vidare undersöktes vilka likheter och skillnader det fanns mellan chefernas och medarbetarnas upplevelser av feedback. Studien var kvantitativ med en deduktiv ansats. Datainsamlingsmetoden som användes var enkäter och totalt svarade 55 medarbetare och 8 chefer. Data analyserades med t-test med oberoende mätningar. I resultatet visades två signifikanta skillnader. Den första visade att de manliga medarbetarna oftare fick höra att de gjort ett mindre bra arbete. Den andra skillnaden visade att de manliga medarbetarna oftare fick beröm av cheferna. Resultatet visade även skillnader i hur cheferna och medarbetarna upplevde feedback på företaget. Medarbetarna ansåg att det var viktigast att få feedback som hjälper dem att utvecklas. En slutsats i studien var att medarbetarnas upplevelser av feedback tenderar skilja sig åt beroende på kön.The purpose of the study was to provide knowledge about how feedback is given and experienced within a specific company context in the warehouse and distribution industry. The study examined the differences between employee experiences of feedback regarding genders, period of employment and age. Furthermore, similarities and differences were found between managers and employees' experiences of feedback. The study was quantitative with a deductive approach. Surveys were used to collect the data and a total of 55 employees and 8 managers answered the survey. The data were analyzed with Independent Sample t-test. In the result, two significant differences were noticed. The first showed that the male employees were more often told that they had done a less good work and the other difference showed that the male employees more often received praise from the managers. There were also differences in how managers and employees experienced feedback. Employees felt it was important to get feedback to help them develop. A conclusion in this study was that employees' experiences of feedback tend to differ depending on gender.
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Brewer, Patricia Annette. "Feedback in training: Optimizing the effects of formative feedback timing." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3363.
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Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)
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Way, Paula, and Madeleine Celander. "Online Customer Feedback." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-156205.
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Gedeon, Tomáš. "Cyclic feedback systems." Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/29161.
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Birnbaum, David M. "Musical vibrotactile feedback." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101876.
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This thesis discusses the prospect of integrating vibrotactile feedback into digital musical instruments. A holistic approach is taken, considering the role of new instruments in electronic music, as well as the concept of touch in culture and experience. Research about the human biological systems that enable vibrotactile perception is reviewed, with a special focus on its relevance to music. Out of this review, an approach to vibration synthesis is developed that integrates the current understanding of human vibrotactile perception. An account of musical vibrotactile interaction design is presented, which includes the implementation of a vibrotactile feedback synthesizer and the construction of two hardware prototypes that display musical vibration.
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Dugie, Valerie Elsa. "Feedback: A Novel." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/320062.
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Luft, Caroline Di Bernardi. "Aprendendo com feedback." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/99267.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Filosofia e Ciências Humanas. Programa de Pós-Graduação em Psicologia.Made available in DSpace on 2013-03-04T18:23:01Z (GMT). No. of bitstreams: 1 304692.pdf: 8550267 bytes, checksum: 904a10645ceb257dfc3874410eeb09a4 (MD5)
Para aprender, é necessário extrair e integrar informações de diferentes fontes. A informação que resulta das próprias ações do ser humano é chamada de feedback, que pode ser definido como o resultado da ação que são capturadas pelos sentidos. Na presente tese, o objetivo foi analisar como diferentes características do feedback são processadas no cérebro, incluindo a resolução do feedback (contínuo vs. categórico), a magnitude do feedback (erros grandes vs. pequenos), a categoria do feedback (correto vs. incorreto) e o timing do feedback (imediato vs. atrasado). Para investigar como o cérebro processa tais atributos, utilizou-se o eletroencefalograma (EEG). Quatro estudos foram conduzidos para responder a quatro questões centrais: 1) Quais as diferenças no processamento de feedback indicando erros pequenos e grandes? 2) Como os correlatos neurais do feedback categórico indicando acerto e erro estão associados à aprendizagem? Quais as diferenças nos substratos neurais da aprendizagem utilizando feedback graduado e categórico? Quais as diferenças nos correlatos neurais do processamento de feedback imediato vs. atrasado e como que os mesmos interagem com os níveis de ativação? Os correlatos neurais foram analisados utilizando diferentes técnicas, incluindo: potenciais relacionados ao evento (ERPs), representações de tempo-frequência (TFRs), conectividade (sincronização entre áreas) e origens de oscilações neurais utilizando abordagem beamformer. Nem todas as técnicas foram utilizadas em todos os estudos, mas aplicadas de acordo com os objetivos secundários de cada pesquisa. Em todos os experimentos, a aprendizagem foi investigada utilizando uma tarefa de produção temporal, que é aprendida implicitamente. Foi verificado que o processamento de erros pequenos provoca maior ativação das áreas motoras do que erros grandes, e também que essa ativação está relacionada com o quanto bem os participantes consolidam o seu desempenho. Observou-se o aumento de oscilações na frequência teta nas áreas médias frontais em resposta ao feedback categórico incorreto sendo esta maior nos indivíduos com melhor aprendizagem. Verificou-se, também, que o processamento de feedback categórico é mediado por substratos neurais relacionados ao sistema de recompensa, especialmente a porção dorsal direita do córtex cingulado anterior.Os padrões de conectividade encontrados indicam que após o feedback, aumentou o fluxo de informação das áreas motoras às áreas médias frontais e que posteriormente as áreas médias se conectam às áreas pré-frontais, provavelmente refletindo a atualização das expectativas com base no feedback. O nível de ativação ou arousal parece aumentar as diferenças em um componente específico do ERP, sugerindo que as respostas cerebrais ao feedback atrasado foram maiores quando a ativação estava alta. Em conjunto, os resultados indicam que embora os sinais associados com o processamento de informação categórica ou de recompensas seja um correlato relevante para como o cérebro sinaliza a presença de erros, a ativação das áreas motoras contralaterais bem como a comunicação dessas com as áreas médias frontais são mais cruciais para a consolidação da habilidade motora aprendida.
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Delgado, Kristin M. "INTERACTIVE EFFECTS OF FEEDBACK TYPE AND FEEDBACK PROPENSITIES ON TASK PERFORMANCE." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1176735457.
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Dunster, Melanie. "What does feedback feed back : A study of tutors' feedback practice and students' interpretation of written assessment feedback." Thesis, University of the West of England, Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522536.
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Rebuck, Mark. "Feedback on Feedback: An Analysis of L2 Writers’ Evaluations of Proofreaders." 名古屋大学教養教育院, 2014. http://hdl.handle.net/2237/21064.
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Dahlberg, Emma, and Miriam Gomez-Ortega. "Feedback - en motivationshöjare? : En kvantitativ studie om personalarbetares upplevelse av feedback." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295523.
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Syftet med studien är att bidra med kunskap om relationer mellan olika typer av feedback och arbetsmotivation bland personalarbetare. De typerna av feedback vi behandlat i studien är arbetsrelaterad beröm, konstruktiv feedback samt negativ kritik. Vi utgår ifrån två frågeställningar: Vilken skillnad upplever personalarbetare feedback beroende på vem som är feedbackgivare? samt Vad händer med motivationen hos personalarbetare vid mottagandet av olika typer av feedback? För att samla in empiri till vårt arbete har vi använt oss av en webbenkät som har delats ut via e-post där totalt 68 personalarbetare har deltagit. Vi har använt oss av tvåfaktorteorin samt inre och yttre motivation som teoretiska utgångspunkter. Under arbetets gång har vi analyserat empirin med hjälp av bivariata analyser och medelvärdesanalyser och har därmed kunnat avläsa sambanden mellan variablerna. Ur resultatet kan vi se samband mellan upplevelserna beroende på vem som är feedbackgivare. Det tydligaste sambandet vi kan se är att personalarbetare upplever att feedback från chefer ofta är mer effektfull än feedback från medarbetare. Däremot är det marginella skillnader beroende på vilken typ av feedback som ges.
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Mehraban, Mehrdad. "Instant Feedback Loops – for short feedback loops and early quality assurance." Thesis, Blekinge Tekniska Högskola, Institutionen för kommunikationssystem, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13379.
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Context. In recent years, Software Quality Assurance (SQA) has become a crucial part of software development processes. Therefore, modern software development processes led to an increase in demand for manual and automated code quality assurance. Manual code quality reviews can be a time-consuming and expensive process with varying results. Thus, automated code reviews turn out to be a preferred alternative for mitigating this process. However, commercial and open-source static code analyzer tools often offer deep analysis with long lead time. Objectives. In this thesis work, the main aim is to introduce an early code quality assurance tool, which features a combination of software metrics. The tool should be able to examine code quality and complexity of a telecommunication grade software product such as source code of specific Ericsson product by Ericsson. This tool should encapsulate complexity and quality of a software product with regards to its efficiency, scope, flexibility, and execution time. Methods. For this purpose, the background section of the thesis is dedicated to in-depth research on software metrics included in well-known static code analyzers. Then, development environment, under investigation source code of Ericsson product, and collected software metric for evaluation were presented. Next, according to each software metric’s characteristics, point of interest, and requirement, a set of steps based on a Susman’s action research cycle were defined. Moreover, SWAT, a suitable software analytics toolkit, employed to extract conducted experiment data of each software metric from a static analyzer code named Lizard in order to detect most efficient software metrics. Outcome of conducted experiment demonstrates relationship of selected software metrics with one another. Results. The chosen software metrics were evaluated based on a variety of vital factors especially actual data from number of defects of specific Ericsson product. Highly effective software metrics from investigations in this thesis work were implemented as a new model named hybrid model to be utilized as an early quality assurance. Conclusions. The proposed model, which consist of well-performing software metrics, demonstrate an impressive performance as an early code quality indicator. Consequently, the utilized model in this master thesis could be studied in a future research to further investigate the effectiveness and robustness of this tool an early quality assurance.
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Hernández, Puertas Tamara. "Corrective Feedback in the EFL Classroom: Grammar Checker vs. Teacher’s Feedback." Doctoral thesis, Universitat Jaume I, 2022. http://dx.doi.org/10.6035/14110.2022.149225.
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The aim of this doctoral thesis is to compare the feedback provided by the teacher to that obtained by the software called Grammar Checker on grammatical errors in the written production of English as a foreign language students. Traditionally, feedback has been considered as one of the three theoretical conditions for language learning (along with input and output) and, for this reason, extensive research has been carried out on who should provide it, when and the level of explicitness. However, there are far fewer studies that analyse the use of e-feedback programs as a complement or alternative to those offered by the teacher. Participants in our study were divided into two experimental groups and one control group, and three grammatical aspects that are usually susceptible to error in English students at B2 level were examined: prepositions, articles, and simple past-present/past perfect dichotomy. All participants had to write four essays. The first experimental group received feedback from the teacher and the second received it through the Grammar Checker program. The control group did not get feedback on the grammatical aspects of the analysis but on other linguistic forms not studied. The results obtained point, first of all, to the fact that the software did not mark grammatical errors in some cases. This means that students were unable to improve their written output in terms of linguistic accuracy after receiving feedback from the program. In contrast, students who received feedback from the teacher did improve, although the difference was not significant. Second, the two experimental groups outperformed the control group in the use of the grammatical forms under analysis. Thirdly, regardless of the feedback offered, the two groups showed improvement in the use of grammatical aspects in the long term, and finally, no differences in attitude towards the feedback received and its impact on the results were found in either of the experimental groups. Our results open up new lines for investigating corrective feedback in the English as a foreign language classroom, since more studies are needed that, on the one hand, influence the improvement of electronic feedback programs by making them more accurate and effective in the detection of errors. On the other hand, software such as Grammar Checker can be a complement to the daily practice of the foreign language teacher, helping in the first instance to correct common and recurring mistakes, even more so when our research has shown that attitudes towards this type of electronic feedback are positive and does not imply an intrusion into the classroom, thus helping in the acquisition of the English language.Programa de Doctorat en Llengües Aplicades, Literatura i Traducció
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Hannum, Matthew C. "Fault in our Feedback: Students' Experiences and Preferences Regarding Corrective Feedback." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461798867.
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Chang, Chu-Hsiang. "Effects of transformational leadership on followers' feedback seeking, feedback preference, and reactions to feedback through cognitive and motivational processes." Akron, OH : University of Akron, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1122910737.
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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2005."August, 2005." Title from electronic dissertation title page (viewed 12/14/2005) Advisor, Rosalie J. Hall; Committee members, Paul E. Levy, Robert G. Lord, Ramona Otega-Liston, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Charles B. Monroe; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Senol, Sinan. "Performance Comparison Of Adaptive Decision Feedback Equalizer And Blind Decision Feedback Equalizer." Master's thesis, METU, 2004. http://etd.lib.metu.edu/upload/1023746/index.pdf.
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The Decision Feedback Equalizer (DFE) is a known method of channel equalization which has performance superiority over linear equalizer. The best performance of DFE is obtained, commonly, with training period which is used for initial acquisiton of channel or recovering changes in the channel. The training period requires a training sequence which reduces the bit transmission rate or is not possible to send in most of the situations. So, it is desirable to skip the training period. The Unsupervised (Blind) DFE (UDFE) is such a DFE scheme which has no training period. The UDFE has two modes of operation. In one mode, the UDFE uses Constant Modulus Algorithm (CMA) to perform channel acquisition, blindly. The other mode is the same as classical decision-directed DFE. This thesis compares the performances of the classical trained DFE method and the UDFE. The performance comparison is done in some channel environments with the problem of timing error present in the received data bearing signal. The computer aided simulations are done for two stationary channels, a time-varying channel and a frequency selective Rayleigh fading channel to test the performance of the relevant equalizers. The test results are evaluted according to mean square error (MSE), bit-error rate (BER), residual intersymbol interference (RISI) performances and equalizer output diagrams. The test results show that the UDFE has an equal or, sometimes, better performance compared to the trained DFE methods. The two modes of UDFE enable it to solve the absence of training sequence.
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Nilsson, Anna, and Linus Gustafsson. "Feedback - lärares vän eller fiende? : en studie av lärares användning av feedback." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3573.
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Sammanfattning Syfte Syftet med föreliggande studie är att jämföra lärares verbala feedback i ett teoretiskt ämne med deras verbala feedback i ett praktiskt ämne. Med följande frågeställningar: Vilken typ av feedback ger lärare i idrott & hälsa? Vilken typ av feedback ger lärare i ett teoretiskt ämne? Hur ser lärare på feedback som ett pedagogiskt verktyg? Metod Föreliggande studie är en kvalitativ studie med observation och intervju som insamlingsmetod. Urvalet är fyra tvåämneslärare som undervisar på gymnasiet i idrott och hälsa och ett teoretiskt ämne. Varje lärare har observerats under en idrottslektion och en lektion i ett teoretiskt ämne, samt intervjuats efter varje observationstillfälle. Resultat Resultaten visar vilken typ av feedback som är vanligt förekommande i ett teoretiskt ämne och i idrott och hälsa. Det visar även hur de olika lärarna använder feedback och vilken typ av feedback de väljer att använda mest. Den feedback som är vanligt förekommande i ett teoretiskt ämne är uppgiftbaserad feedback (59 procent), feedback på individnivå (16 procent), feedback på processnivå (14 procent) och feedback på självregleringsnivå (11 procent). I idrott och hälsa användes feedback på följande sätt: feedback på individnivå (47 procent), feedback på uppgiftsbaseradnivå (31 procent), feedback på processnivå (13 procent) och feedback på självregleringsnivå (9 procent). För att se en mer detaljerad bild av föreliggande studies resultat hänvisas läsaren till resultatdelen i uppsatsen. Slutsats Studien visar att majoriteten av deltagande lärarna ger feedback på individnivå och uppgiftsnivå, oavsett om de undervisar i idrott och hälsa eller ett teoretiskt ämne. Vidare åskådliggör studien att lärarna har kunskap om feedback och dess användning men har desto svårare att omvandla det i en undervisningssituation.Summary Purpose The aim of the present study is to compare teachers' verbal feedback in a theoretical subject with their verbal feedback in a practical subject. With the following questions: What type of feedback do teachers provide in physical education & health? What type of feedback gives teachers in a theoretical topic? What does the teacher think about feedback as a pedagogy tool? Method The present study is a qualitative study using observation and interview as data collection methods. The selection is four teachers who teach physical education and a theoretical subject in Swedish Gymnasium. Each teacher was observed during a sports lesson and a lesson in a theoretical subject and interviewed after each occasion. Result The results show the type of feedback that is common in a theoretical subject and in physical education. It also shows how the different teachers use feedback and what kind of feedback they choose to use the most. The feedback that is common in a theoretical subject is task-based feedback (59 percent), feedback on the individual level (16 percent), feedback on the process level (14 percent) and feedback on self-regulatory level (11 percent). In sports and health feedback was used as follows: feedback at the individual level (47 percent), feedback on task -based level (31 percent) , feedback on the process level (13 percent) and feedback on self-regulation level (9 percent). To see a more detailed picture of the present studies results the reader is referred to the results section of the paper. Conclusion The study shows that the majority of participating teachers provide feedback on individual level and task level , whether they are teaching in physical education or a theoretical subject . Moreover, the study illustrates that teachers have knowledge of feedback and its use, but have difficulties to convert the knowledge in to a teaching situation.
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Wallis, Richard Pearson. "Undergraduate students' experiences and perceptions of dialogic feedback within assessment feedback tutorials." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/7b65fde2-01a6-4d09-b5cf-7c4a7d8e77e4.
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High quality assessment feedback is crucial to effective student learning, motivation and academic progress. It is one of the most important aspects of an undergraduate student’s study experience and acts as a critical factor in the way students perceive both their learning and learner identity. However, annual National Student Survey (NSS) results continue to reveal that undergraduate students are least satisfied with their experiences of assessment and feedback when compared to other areas on which the NSS focuses. These results have raised important questions within the higher education (HE) profession about the fitness for purpose of current forms of assessment feedback. As such, a reappraisal of assessment feedback policies and practices sits high within the sector’s improvement agenda. In response to these concerns, there is a small but growing field of research that promotes dialogic feedback and the inclusion of opportunities for assessment feedback discussions between tutors and undergraduate students. Framed by socio-constructivist theorisations of learning, proponents claim that such assessment feedback discussions benefit students through developing their personal confidence and capacity to self-direct learning. Paradoxically, however, in spite of research evidence showing that students support the inclusion of these tutorial meetings, personal experience reveals a reluctance by some students to engage in discussion about their assessment performance. Through a phenomenological research design, the thesis aimed to gain a deeper understanding of students’ experiences and perceptions of discussing their performance with their marking tutor. Research participants included eight second-year, full-time undergraduate social science students. Each student participated in semi-structured interviews exploring their experiences of assessment feedback tutorials (AFT). The transcribed data was analysed using a six-stage Interpretative Phenomenological Analysis (IPA) model. The research makes an original contribution to knowledge relating to both the practice and theory of dialogic feedback in undergraduate study. Specifically, the findings posit that some students face a significant predicament when discussing weak and/or failed assignments. Their desire to self-promote and/or self-protect a confident and capable learner identity, not only conflicts with their own self-awareness of their poor academic performance, but also with the tutor's expectations that students need to undertake greater responsibility for their own learning and academic performance. As a means of managing this tension, and the emotional pressures that an AFT creates, students draw upon a range of self-presentational behaviours to manage how they project themselves to their tutor. The thesis concludes that such strategic management of their self-presentation restricts opportunities for the critical dialogic exchanges needed to create co-constructive student/tutor relationships and deep learning. As such, it is recommended that, within undergraduate study, there is increased focus on supporting students to understand the role that dialogue plays in engaging with feedback and the personal learning opportunities it affords.
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Michailidis, Tychonas. "On the hunt for feedback : vibrotactile feedback in interactive electronic music performances." Thesis, Birmingham City University, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695294.
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The expressivity of musical performance is highly dependent on the feedback relationship between the performer and the instrument. Despite current advances in music technology, performers still struggle to retain the same expressive nuances of acoustic instruments. The capacity of performative musical expression in technologically-driven music is mitigated by the limitations of controllers and other sensor-based devices used in the performance of such music. Due to their physical properties, such devices and components are unable to provide mainly the haptic and vibrotactile experience between the instrument and the user, thus breaking the link with traditional musical performance. Such limitations are apparent to performers, suggesting often the existence of an unnatural barrier between the technology and the performer. The thesis proposes the use of vibrotactile feedback as means to enhance performer’s expressivity and creativity in technology mediated performances and situate vibrotactile feedback as part of the tradition of instrumental musical playing. Achieved through the use of small controllable electric motors, vibrotactile feedback can nourish communicative pathways between the performer and technology, a relationship that is otherwise limited or non-existing. The ability to experience an instrument's communicative response can significantly improve the performer-instrument relationship, and in turn the music performed. Through a series of case studies, compositions and performances, the dissertation suggests ways in which vibrotactile feedback may be applied to enhance the experience between the technology and the performer. As a result performers are able to develop expressive nuances and have better control of the technology during performance.
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Whitaker, Brian. "EXPLICATING THE LINKS BETWEEN THE FEEDBACK ENVIRONMENT, FEEDBACK SEEKING, AND JOB PERFORMANCE." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1187456858.
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Gomez, Escoda Alicia. "El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.
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This essay approaches the different kinds of feedback that teachers in Spanish give to their secondary level students in Sweden. The purpose of the study is to investigate how feedback is perceived by students and how students would like feedback to be. Classical studies about assessment divide feedback into two categories: formative feedback and summative feedback. Our study intends, on the one hand, to analyze if students perceive receiving one of these kinds of feedback more than the other. On the other hand, the study intends to find out if students prefer summative or formative feedback. Furthermore, we aim to analyze if there is a link between the students´ perceptions and preferences and their level of proficiency in the Spanish language. The study was carried out with 190 students from Småland (Sweden) that were studying Spanish as a foreign language at school. We used questionnaires in order to gather information about the feedback they get in their Spanish lessons and the feedback they personally prefer. The results of the study show that students do perceive receiving more summative feedback than formative feeback. The students who perceive a higher reception of formative feedback are those who have a higher proficiency in Spanish, and this fact was proved to be statistically significant. The results of the study show as well that students like to get formative feedback as much as summative feedback. Nevertheless, the higher achivers do prefer getting formative feedback in a higher grade than the lower achievers, even though this could not be proved as statistically significant.
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Grudéus, Anna, and Emilia Norlander. "Feedback-relationen mellan chef och medarbetare : Chefers avsikt med och medarbetares uppfattning av feedback." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-275791.
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Tidigare forskning inom ekonomistyrning har i stor utsträckning fokuserat på att studera vilken effekt feedback har på medarbetare. Att få effekt av feedback förutsätter dock att feedbacken når fram. Vidare finns forskning på chefers avsikt med feedback samt vad som påverkar hur medarbetare uppfattar feedback, dock identifieras en brist på forskning som jämför chefers avsikt med medarbetares uppfattning. Denna studie syftar därmed till att utforska chefers avsikt med och medarbetares uppfattning av formell och informell feedback samt att jämföra dessa för att vidare utvärdera befintlig feedback-relation. En inledande genomgång av befintlig litteratur gav teoretiska förväntningar på vilka faktorer chefer avser att påverka med feedback samt vad som påverkar medarbetares uppfattning av feedback. Då avsikt med och uppfattning av feedback inte var känd på förhand genomfördes en kvalitativ intervjustudie baserad på respondenter från två team inom ett företag. Resultatet visar skillnader, dels i synen på vad som räknas som feedback, dels i chefers avsikt med och medarbetares uppfattning av feedback. Inkongruens mellan avsikt med och uppfattning av feedback leder till en bristfällig feedback-relation.
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Bahners, Christian. "Vorgesetztenbeurteilung mittels 360°-Feedback /." München ; Mering : Hampp, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2613842&prov=M&dok_var=1&dok_ext=htm.
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Malmqvist, Andreas. "Robotsystem with feedback control." Thesis, University West, Department of Technology, Mathematics and Computer Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1348.
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As a part of ongoing research projects at University West in the area of robot welding applications, a study was looked-for in the field of feedback control of robot systems with external sensors. A literature survey was performed in this field. A virtual instrument was developed in a PC using the LabView software from National Instruments. The instrument receives a signal from a force sensor, converts the input data and sends out the computed signal on a configured serial port. This information is then received by the robot system to be used to control the robot trajectory. The system was tested and it showed that external closed loop control of robot movement was possible to do. Problems with high delay time in the ABB IRB2400 robot system limits the bandwidth or the speed of the closed loop system. This delay time is caused by the intrinsic offset function that is needed to change robot path during motion. This function requires a great computational cost. The conclusion is that ABB IRB2400 robots, with the S4 controller, are limited for applications with low bandwidth because of their motion computation program structure. It does not allow for external feedback applications that require higher robot movement speeds.
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Isaksson, Robert. "Drilling with force feedback." Thesis, Linköping University, Automatic Control, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20897.
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Industrial robots have been used for a long time in the industry. Despite this thedevelopment of advanced force control system using industrial robots is relativelylimited. Using force controlled robot systems expands the possibility of what canbe done with industrial robots.Previously a force feedback system for a standard industrial robot from ABBhas been developed. The system is developed towards the aircraft industry, where amounted drill machine on the robot has to fulfill the requirements in robot drillingin aircraft structures. This thesis presents experimental results and improvementsof this industrial robot system. Mechanical modifications and tests of a new endeffector are analyzed.
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Sitharaman, Sai Ganesh. "Nonlinear continuous feedback controllers." Texas A&M University, 2004. http://hdl.handle.net/1969.1/363.
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Packet-switched communication networks such as today's Internet are built with several interconnected core and distribution packet forwarding routers and several sender and sink transport agents. In order to maintain stability and avoid congestion collapse in the network, the sources control their rate behavior and voluntarily adjust their sending rates to accommodate other sources in the network. In this thesis, we study one class of sender rate control that is modeled using continuous first-order differential equation of the sending rates. In order to adjust the rates appropriately, the network sends continuous packet-loss feedback to the sources. We study a form of closed-loop feedback congestion controllers whose rate adjustments exhibit a nonlinear form.
There are three dimensions to our work in this thesis. First, we study the network optimization problem in which sources choose utilities to maximize their underlying throughput. Each sender maximizes its utility proportional to the throughput achieved. In our model, sources choose a utility function to define their level of satisfaction of the underlying resource usages. The objective of this direction is to establish the properties of source utility functions using inequality constrained bounded sets and study the functional forms of utilities against a chosen rate differential equation.
Second, stability of the network and tolerance to perturbation are two essential factors that keep communication networks operational around the equilibrium point. Our objective in this part of the thesis is to analytically understand the existence of local asymptotic stability of delayed-feedback systems under homogeneous network delays.
Third, we propose a novel tangential controller for a generic maximization function and study its properties using nonlinear optimization techniques. We develop the necessary theoretical background and the properties of our controller to prove that it is a better rate adaptation algorithm for logarithmic utilities compared to the well-studied proportional controllers. We establish the asymptotic local stability of our controller with upper bounds on the increase / decrease gain parameters.
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Russell, Georgina Mercedes. "Corticosteroid Feedback in Man." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520321.
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Ceccarelli, Calle Juan Francisco. "Feedback en educación clínica." Universidad Peruana Cayetano Heredia (UPCH), 2015. http://hdl.handle.net/10757/345390.
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The feedback is a central component of medical education. Regrettably, medical teachers often believe that
provide adequate feedback to students, however, several studies show confl icting results. The aim of this paper
is to review the main concepts associated to feedback in clinical education as part of the teaching–learning
process.pcodjcec@upc.edu.pe
El feedback, también llamado retroalimentación, constituye un componente central en la educación médica. Desafortunadamente, los educadores médicos frecuentemente creen que brindan un adecuado feedback a sus alumnos. Sin embargo, diversos estudios muestran resultados contradictorios. El objetivo del presente documento es revisar los principales conceptos asociados al feedback en la educación clínica como parte del proceso de enseñanza–aprendizaje.
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Menard, Kevin Joseph. "Evaluating user feedback systems." Link to electronic thesis, 2006. http://www.wpi.edu/Pubs/ETD/Available/etd-050406-121227/.
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Thesis (M.S.) -- Worcester Polytechnic Institute.Keywords: implicit feedback; explicit feedback; document relevance; implicit indicators; search engine; voluntary feedback; mandatory feedback. Includes bibliographical references (leaves 75-77).
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Gebo, Charles H. "Self-tuning feedback linearization /." *McMaster only, 2002.
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Lindberg, Anna-Karin. "Experience feedback in practice." Licentiate thesis, Stockholm : Filosofi och teknikhistoria, Philosophy and the History of Technology, Kungliga Tekniska högskolan, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4817.
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Leong, Louise. "Feedback : Ur ett elevperspektiv." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3220.
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Aim The purpose of the survey was to see how students relate to feedback in physical education. The aim was also to find out how students like to receive feedback (written, oral or timing). The survey will also specify what kind of feedback the teacher provides. Questions How do students react to feedback? How do students want to receive feedback? What kind of feedback do the students receive during the lessons in physical education? Method The method used in this study was qualitative group interviews with an observation before the interviews. The school that participated was my placement school during my teachers program and it is located in a suburb south of Stockholm. In the interviews, it was five students each from grades seven, eight and nine who participated. Results The positive feedback was appreciated by the students but there was also a risk of too much positive feedback in form of feeling superior and tease their peers. The students had different opinions about feedback on behaviour. The majority did not care much about such kind of feedback. Either the students did as the teacher said or ignored the feedback. Adjusting the feedback was something that the students reacted positively to. It was good because it improved their performance and from a safety aspect the students thought it was important because they could injure themselves. The students had different opinions about constructive feedback; students find it feels good, that they have done wrong, need to change something, does not feel anything special or if they were ashamed. Conclusions The students receive mostly feedback on their behaviour. The students worked harder in class when there was a positive ambience, however, too much positive feedback can make the students feel superior. A negative ambience or unwanted feedback can get students unmotivated and in a bad mood, however, this can be important from a safety aspect.Syfte och frågeställningar Syftet med undersökningen var att se hur elever förhåller sig till feedback i ämnet idrott & hälsa. Syftet var också att ta reda på hur eleverna vill få feedback (skriftlig, muntlig eller speciell tidpunkt). Det kommer också framgå vilken typ av feedback läraren ger mer eller mindre av. Frågeställningar Hur reagerar elever på feedback? Hur vill elever få feedback? Vilken typ av feedback får eleverna under lektionerna i idrott och hälsa? Metod Metoden som användes i studien var kvalitativa gruppintervjuer och observation innan intervjuerna. Skolan som deltog var min VFU skola under utbildningen och den är belägen i en förort söder om Stockholm. I intervjuerna var det fem elever från vardera årskurs sju, åtta och nio som deltog. Resultat Den positiva feedbacken uppskattades mycket hos eleverna men det fanns också en risk med för mycket positiv feedback för att de kunde känna sig överlägsna och reta sina kamrater. Eleverna hade olika åsikter om feedback på beteende. Majoriteten brydde sig inte så mycket om sådan typ av feedback. Antingen så gjorde eleverna som läraren sa eller så ignorerar de feedbacken. Justerande feedback var något som eleverna såg positivt till. Det var bra för att det förbättrade deras prestation och utifrån en säkerhetsaspekt så tyckte eleverna det var viktigt för att de annars kan skada sig. Eleverna hade olika åsikter om den konstruktiva feedbacken; eleverna tycker att det känns bra, som de har gjort fel, behöver ändra på någonting, känns ingenting speciellt eller som om de har skämt ut sig. Slutsats Eleverna får mest feedback på beteende. En positiv stämning får eleverna att kämpa och jobba hårdare på lektionerna samtidigt som det inte får bli för mycket positiv feedback då eleverna känner att de kan bli för överlägsna. En negativ stämning eller oönskad feedback kan få eleverna omotiverade och på dåligt humör, däremot kan detta vara viktigt när det har med säkerhet att göra.
Studiegång Idrott, fritidskultur och hälsa skolår 6-9. Ht 2013
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Bielby, Richard. "Galaxy clustering and feedback." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2344/.
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I cross-correlate the WMAP third year data with the АСО, АРМ and 2MASS galaxy and cluster catalogues, confirming the presence of the SZ effect in the WMAP 3rd year data around АСО, АРМ and 2MASS clusters, showing an increase in detection significance compared to previous analyses of the 1-year WMAP data release. I compare the cross-correlation results for a number of clusters to their SZ β-model profiles estimated from ROSAT and Chandra X-ray data. I conclude that the SZ profiles estimated from the β -model over-predict the observed SZ effect in the cluster samples. Additionally, I develop colour cuts using the SDSS optical bands to photometrically select emission line galaxies at redshifts of z < 0.35, 0.35 < z < 0.55 and z > 0.55. The selections have been calibrated using a combination of photometric redshifts from the COMBO-17 survey and spectroscopic observations. I estimate correlation lengths of rо = 2.64 (^+2.64_-0.08) h (^-1) Mpc, ro = 3.62 > ± 0.06h (^-1) and rо = 5.88 ± 0.12h (^-1)Mpc for the low, mid and high redshift samples respectively. Using these photometric samples I search for the Integrated Sachs- Wolfe signal in the WMAP 5yr data, but find no significant detection. I also present a survey of star-forming galaxies at z ≈ 3. Using Lyman Break and U-dropout photometric elections, we identify a total of ≈ 21,000 candidate z > 2 galaxies and perform spectroscopic observations of a selection of these candidates with integration times of 10,000s with the VLT VIMOS. In total this survey has so far produced a total of 1149 LBGs at redshifts of 2 < z < 3.5 over a total area of l.18deg(^2), with a mean redshift of ž = 2.87 ± 0.34. Using both the photometric and spectroscopic LBG catalogues, I investigate the clustering properties of the z > 2 galaxy sample using the angular correlation function, measuring a clustering amplitude of rо = 4.32(^+0.13_-0.12)h (^-1) Mpc with a slope of ϒ2 = 1.90 (^+0.09_-0.14) at separations of r > 0.4h(+-1) Mpc. We then measure the redshift space clustering based on the spectroscopically observed sample and estimate the infall parameter, β, of the sample by fitting a redshift space distortion model to the ع (σ, π). To conclude this work, I analyze the correlation of LBGs with the Lya forest transmissivity of a number of z ~ 3 QSOs, with the aim of looking for the imprint of high velocity winds on the IGM. The data show a fall in the transmissivity in the Lya forest at scales of 5h(^-1)Mpc < r < 10h(^-1)Mpc away from LBGs, indicating an increase in gas densities at these scales. However we find no significant change from the mean transmissivity at scales of <3h(^-1)Mpc, potentially signifying the presence of low density ionised regions close to LBGs.
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Hahmann, Martin. "Feedback-Driven Data Clustering." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-135647.
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The acquisition of data and its analysis has become a common yet critical task in many areas of modern economy and research. Unfortunately, the ever-increasing scale of datasets has long outgrown the capacities and abilities humans can muster to extract information from them and gain new knowledge. For this reason, research areas like data mining and knowledge discovery steadily gain importance. The algorithms they provide for the extraction of knowledge are mandatory prerequisites that enable people to analyze large amounts of information. Among the approaches offered by these areas, clustering is one of the most fundamental. By finding groups of similar objects inside the data, it aims to identify meaningful structures that constitute new knowledge. Clustering results are also often used as input for other analysis techniques like classification or forecasting.
As clustering extracts new and unknown knowledge, it obviously has no access to any form of ground truth. For this reason, clustering results have a hypothetical character and must be interpreted with respect to the application domain. This makes clustering very challenging and leads to an extensive and diverse landscape of available algorithms. Most of these are expert tools that are tailored to a single narrowly defined application scenario. Over the years, this specialization has become a major trend that arose to counter the inherent uncertainty of clustering by including as much domain specifics as possible into algorithms. While customized methods often improve result quality, they become more and more complicated to handle and lose versatility. This creates a dilemma especially for amateur users whose numbers are increasing as clustering is applied in more and more domains. While an abundance of tools is offered, guidance is severely lacking and users are left alone with critical tasks like algorithm selection, parameter configuration and the interpretation and adjustment of results.
This thesis aims to solve this dilemma by structuring and integrating the necessary steps of clustering into a guided and feedback-driven process. In doing so, users are provided with a default modus operandi for the application of clustering. Two main components constitute the core of said process: the algorithm management and the visual-interactive interface. Algorithm management handles all aspects of actual clustering creation and the involved methods. It employs a modular approach for algorithm description that allows users to understand, design, and compare clustering techniques with the help of building blocks. In addition, algorithm management offers facilities for the integration of multiple clusterings of the same dataset into an improved solution. New approaches based on ensemble clustering not only allow the utilization of different clustering techniques, but also ease their application by acting as an abstraction layer that unifies individual parameters. Finally, this component provides a multi-level interface that structures all available control options and provides the docking points for user interaction.
The visual-interactive interface supports users during result interpretation and adjustment. For this, the defining characteristics of a clustering are communicated via a hybrid visualization. In contrast to traditional data-driven visualizations that tend to become overloaded and unusable with increasing volume/dimensionality of data, this novel approach communicates the abstract aspects of cluster composition and relations between clusters. This aspect orientation allows the use of easy-to-understand visual components and makes the visualization immune to scale related effects of the underlying data. This visual communication is attuned to a compact and universally valid set of high-level feedback that allows the modification of clustering results. Instead of technical parameters that indirectly cause changes in the whole clustering by influencing its creation process, users can employ simple commands like merge or split to directly adjust clusters.
The orchestrated cooperation of these two main components creates a modus operandi, in which clusterings are no longer created and disposed as a whole until a satisfying result is obtained. Instead, users apply the feedback-driven process to iteratively refine an initial solution. Performance and usability of the proposed approach were evaluated with a user study. Its results show that the feedback-driven process enabled amateur users to easily create satisfying clustering results even from different and not optimal starting situations.
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Rafaely, Boaz. "Feedback control of sound." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390329.
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Menard, Jr Kevin Joseph. "Evaluating User Feedback Systems." Digital WPI, 2006. https://digitalcommons.wpi.edu/etd-theses/702.
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The increasing reliance of people on computers for daily tasks has resulted in a vast number of digital documents. Search engines were once luxury tools for quickly scanning a set of documents but are now quickly becoming the only practical way to navigate through this sea of information. Traditionally, search engine results are based upon a mathematical formula of document relevance to a search phrase. Often, however, what a user deems to be relevant and what a search engine computes as relevant are not the same. User feedback regarding the utility of a search result can be collected in order to refine query results. Additionally, user feedback can be used to identify queries that lack high quality search results. A content author can then further develop existing content or create new content to improve those search results. The most straightforward way of collecting user feedback is to add a graphical user interface component to the search interface that asks the user how much he or she liked the search result. However, if the feedback mechanism requires the user to provide feedback before he or she can progress further with his or her search, the user may become annoyed and provide incorrect feedback values out of spite. Conversely, if the feedback mechanism does not require the user to provide feedback at all then the overall amount of collected feedback will be diminished as many users will not expend the effort required to give feedback. This research focused on the collection of explicit user feedback in both mandatory (a user must give feedback) and voluntary (a user may give feedback) scenarios. The collected data was used to train a set of decision tree classifiers that provided user satisfaction values as a function of implicit user behavior and a set of search terms. The results of our study indicate that a more accurate classifier can be built from explicit data collected in a voluntary scenario. Given a limited search domain, the classification accuracy can be further improved.
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Khan, Mohammad Jalal. "Gain-distributed feedback filters." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/39063.
Full textAbstract:
Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.Includes bibliographical references (leaves 151-154).
by Mohammad Jalal Khan.
M.Eng.
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Geen, Samuel Thomas. "Feedback in dwarf galaxies." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:70568e50-ff79-4c2a-a731-ce1826015b0d.
Full textAbstract:
Stellar feedback processes have been suggested as a mechanism for explaining various properties of galaxies, especially dwarf galaxies, which have weaker potentials and thus lower escape velocities for galactic winds. In this thesis, I present work done during my DPhil to better understand these processes. I begin by discussing the techniques used to simulate galaxies as collections of astrophysical fluids in a cosmolog- ical context, and present some methods for interpreting the results of such simulations. I then present two projects aimed at furthering our understanding of feedback in dwarf galaxies. The first project is the investigation of a suite of simulations of satellites of a Milky Way-class halo. We discuss the formation of high-redshift dwarf galaxies and the effect that supernova feedback and reionisation have on the gas content and star formation history of these objects. We find that neither process has a dramatic effect on the star formation rates in high redshift dwarf galaxies that have already begun forming stars prior to reionisation. We do find, however, that the population of satellites is dramatically altered by the presence of cooled gas in the host halo, which increases the tidal stripping of satellites that pass close to the host. The second project concerns detailed simulations of a 15 solar mass star throughout its evolution, studying photoionisation, wind and supernova feedback from this star in various environments. Preliminary results are given for these simulations, which are compared to the results of previous authors.
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Ceccarelli, Calle Juan Francisco. "Feedback en educación clínica." Universidad Peruana Cayetano Heredia (UPCH), 2014. http://hdl.handle.net/10757/324129.
Full textAbstract:
The feedback is a central component of medical education. Unfortunately, medical teachers often believe that provide adequate feedback to students. But several studies show confl icting results. The aim of this paper is to review the main concepts associated to feedback in clinical education as part of the teaching–learning process.Revisión por pares