Journal articles on the topic 'Feedback'
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Sejas, Sergio A., Ming Cai, Aixue Hu, Gerald A. Meehl, Warren Washington, and Patrick C. Taylor. "Individual Feedback Contributions to the Seasonality of Surface Warming." Journal of Climate 27, no. 14 (July 10, 2014): 5653–69. http://dx.doi.org/10.1175/jcli-d-13-00658.1.
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Abstract Using the climate feedback response analysis method, the authors examine the individual contributions of the CO2 radiative forcing and climate feedbacks to the magnitude, spatial pattern, and seasonality of the transient surface warming response in a 1% yr−1 CO2 increase simulation of the NCAR Community Climate System Model, version 4 (CCSM4). The CO2 forcing and water vapor feedback warm the surface everywhere throughout the year. The tropical warming is predominantly caused by the CO2 forcing and water vapor feedback, while the evaporation feedback reduces the warming. Most feedbacks exhibit noticeable seasonal variations; however, their net effect has little seasonal variation due to compensating effects, which keeps the tropical warming relatively invariant all year long. The polar warming has a pronounced seasonal cycle, with maximum warming in fall/winter and minimum warming in summer. In summer, the large cancelations between the shortwave and longwave cloud feedbacks and between the surface albedo feedback warming and the cooling from the ocean heat storage/dynamics feedback lead to a warming minimum. In polar winter, surface albedo and shortwave cloud feedbacks are nearly absent due to a lack of insolation. However, the ocean heat storage feedback relays the polar warming due to the surface albedo feedback from summer to winter, and the longwave cloud feedback warms the polar surface. Therefore, the seasonal variations in the cloud feedback, surface albedo feedback, and ocean heat storage/dynamics feedback, directly caused by the strong annual cycle of insolation, contribute primarily to the large seasonal variation of polar warming. Furthermore, the CO2 forcing and water vapor and atmospheric dynamics feedbacks add to the maximum polar warming in fall/winter.
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Rajbhandari, Prabi, Steven Pattishall, and Matthew Garber. "Feedback on Feedback." Hospital Pediatrics 11, no. 11 (November 1, 2021): e346-e348. http://dx.doi.org/10.1542/hpeds.2021-006218.
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Nickols, Fred W. "Feedback about feedback." Human Resource Development Quarterly 6, no. 3 (1995): 289–96. http://dx.doi.org/10.1002/hrdq.3920060307.
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Campbell, Andrea Louise. "The Affordable Care Act and Mass Policy Feedbacks." Journal of Health Politics, Policy and Law 45, no. 4 (March 11, 2020): 567–80. http://dx.doi.org/10.1215/03616878-8255493.
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Abstract The Affordable Care Act (ACA) has allowed researchers to examine mass policy feedback effects—how public policies affect individuals' attitudes and political behaviors—in real time while using causal models. These efforts help address criticisms of the extant feedbacks literature and have revealed new policy feedback effects and new information on the conditions under which policy feedbacks occur. The ACA case also raises empirical and theoretical questions about the types of data needed to assess feedback effects, the magnitude of policy effects required for detection, the time frame in which feedbacks occur, and the suitability of various empirical approaches for assessing policy feedback effects. Thus, the ACA not only adds an important empirical case to the study of policy feedbacks but also helps refine policy feedback theory.
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Dufresne, Jean-Louis, and Marion Saint-Lu. "Positive Feedback in Climate: Stabilization or Runaway, Illustrated by a Simple Experiment." Bulletin of the American Meteorological Society 97, no. 5 (May 1, 2016): 755–65. http://dx.doi.org/10.1175/bams-d-14-00022.1.
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Abstract The response of the various climatic processes to climate change can amplify (positive feedback) or damp (negative feedback) the initial temperature perturbation. An example of a positive feedback is the surface albedo feedback: when the surface temperature rises, part of the ice and snow melts, leading to an increase in the solar radiation absorbed by the surface and to an enhanced surface warming. Positive feedbacks can lead to instability. On Venus, for example, a positive feedback is thought to have evolved into a runaway greenhouse effect. However, positive feedbacks can exist in stable systems. This paper presents a simple representation of a positive feedback in both a stable and an unstable system. A simple experimental device based on a scale principle is introduced to illustrate the positive feedback and its stabilization or runaway regimes. Stabilization can be achieved whether the amplitude of the positive feedback declines (e.g., “saturation” of the feedback) or remains constant. The device can also be used to illustrate the existence of tipping points, which are threshold values beyond which the amplification due to feedbacks or the stability of the system suddenly changes. The physical equations of the device are established in the framework of the feedback analysis. Key features to understand why a positive feedback does not necessarily lead to a runaway effect are described. The analogy between the different components of the device and those of the climate system is established. Finally, the contribution of individual feedbacks to the total climate response is addressed.
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Norris, Dennis, James M. McQueen, and Anne Cutler. "Feedback on feedback on feedback: It's feedforward." Behavioral and Brain Sciences 23, no. 3 (June 2000): 352–63. http://dx.doi.org/10.1017/s0140525x0053324x.
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The central thesis of our target article is that feedback is never necessary in spoken word recognition. In this response we begin by clarifying some terminological issues that have led to a number of misunderstandings. We provide some new arguments that the feedforward model Merge is indeed more parsimonious than the interactive alternatives, and that it provides a more convincing account of the data than alternative models. Finally, we extend the arguments to deal with new issues raised by the commentators such as infant speech perception and neural architecture.
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Kadlec, Daniel, and David Groeger. "Feedback im Athletiktraining." Sportphysio 09, no. 04 (August 23, 2021): 177–81. http://dx.doi.org/10.1055/a-1541-1003.
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Sowohl im leistungsorientierten Training als auch in der Rehabilitation nach verschiedenen Verletzungen und Erkrankungen beeinflusst das Feedback das motorische Lernen. Zeitpunkt, Häufigkeit und Inhalt des Feedbacks haben dabei entscheidenden Einfluss darauf, wie sich das Feedback auf das motorische Lernen auswirkt.
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Kaufmann, Yvonne M., Lisa Maiwald, Svenja Schindler, and Florian Weck. "Wie wirkt sich mehrmaliges Kompetenz-Feedback auf psychotherapeutische Behandlungen aus?" Zeitschrift für Klinische Psychologie und Psychotherapie 46, no. 2 (April 2017): 96–106. http://dx.doi.org/10.1026/1616-3443/a000412.
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Zusammenfassung. Theoretischer Hintergrund: Einflüsse von therapeutenorientiertem Kompetenz-Feedback in der Psychotherapieausbildung wurden bislang wenig untersucht. Fragestellung: Wie gehen Ausbildungstherapeuten mit Feedback um? Welchen Einfluss hat ein regelmäßiges Kompetenz-Feedback auf die Qualität psychotherapeutischer Behandlungen (insbesondere Therapiesitzungen, therapeutische Beziehung, Person des Therapeuten, Supervision)? Methode: Elf Therapeuten wurden mithilfe eines halbstrukturierten Interviewleitfadens befragt. Die Auswertung erfolgte mittels qualitativer Inhaltsanalyse nach Mayring (2015) . Ergebnisse: Das auf Basis der Interviews erstellte Kategoriensystem umfasste die Kategorien „Erwartungen an das Feedback“, „Wahrnehmung des Feedbacks“, „Verarbeitung von und Umgang mit Feedback“, „Folgen, Auswirkungen und Veränderungen durch Feedback“ sowie „Verbesserungswünsche“. Schlussfolgerungen: Therapeuten streben eine Umsetzung des Feedbacks an, welches sich auf die Behandlung, die Supervision, die eigene Person und die therapeutische Beziehung auswirkt.
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Gregory, J. M., C. D. Jones, P. Cadule, and P. Friedlingstein. "Quantifying Carbon Cycle Feedbacks." Journal of Climate 22, no. 19 (October 1, 2009): 5232–50. http://dx.doi.org/10.1175/2009jcli2949.1.
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Abstract Perturbations to the carbon cycle could constitute large feedbacks on future changes in atmospheric CO2 concentration and climate. This paper demonstrates how carbon cycle feedback can be expressed in formally similar ways to climate feedback, and thus compares their magnitudes. The carbon cycle gives rise to two climate feedback terms: the concentration–carbon feedback, resulting from the uptake of carbon by land and ocean as a biogeochemical response to the atmospheric CO2 concentration, and the climate–carbon feedback, resulting from the effect of climate change on carbon fluxes. In the earth system models of the Coupled Climate–Carbon Cycle Model Intercomparison Project (C4MIP), climate–carbon feedback on warming is positive and of a similar size to the cloud feedback. The concentration–carbon feedback is negative; it has generally received less attention in the literature, but in magnitude it is 4 times larger than the climate–carbon feedback and more uncertain. The concentration–carbon feedback is the dominant uncertainty in the allowable CO2 emissions that are consistent with a given CO2 concentration scenario. In modeling the climate response to a scenario of CO2 emissions, the net carbon cycle feedback is of comparable size and uncertainty to the noncarbon–climate response. To quantify simulated carbon cycle feedbacks satisfactorily, a radiatively coupled experiment is needed, in addition to the fully coupled and biogeochemically coupled experiments, which are referred to as coupled and uncoupled in C4MIP. The concentration–carbon and climate–carbon feedbacks do not combine linearly, and the concentration–carbon feedback is dependent on scenario and time.
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Roe, Gerard H., and Marcia B. Baker. "Notes on a Catastrophe: A Feedback Analysis of Snowball Earth." Journal of Climate 23, no. 17 (September 1, 2010): 4694–703. http://dx.doi.org/10.1175/2010jcli3545.1.
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Abstract The language of feedbacks is ubiquitous in contemporary earth sciences, and the framework of feedback analysis is a powerful tool for diagnosing the relative strengths of the myriad mutual interactions that occur in complex dynamical systems. The ice albedo feedback is widely taught as the classic example of a climate feedback. Moreover, its potential to initiate a collapse to a completely glaciated snowball earth is widely taught as the classic example of a climate “tipping point.” A feedback analysis of the snowball earth phenomenon in simple, zonal mean energy balance models clearly reveals the physics of the snowball instability and its dependence on climate parameters. The analysis can also be used to illustrate some fundamental properties of climate feedbacks: how feedback strength changes as a function of mean climate state; how small changes in individual feedbacks can cause large changes in the system sensitivity; and last, how the strength and even the sign of the feedback is dependent on the climate variable in question.
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Chaturvedi, Pratik, Akshit Arora, and Varun Dutt. "Learning in an interactive simulation tool against landslide risks: the role of strength and availability of experiential feedback." Natural Hazards and Earth System Sciences 18, no. 6 (June 12, 2018): 1599–616. http://dx.doi.org/10.5194/nhess-18-1599-2018.
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Abstract. Feedback via simulation tools is likely to help people improve their decision-making against natural disasters. However, little is known on how differing strengths of experiential feedback and feedback's availability in simulation tools influence people's decisions against landslides. We tested the influence of differing strengths of experiential feedback and feedback's availability on people's decisions against landslides in Mandi, Himachal Pradesh, India. Experiential feedback (high or low) and feedback's availability (present or absent) were varied across four between-subject conditions in a tool called the Interactive Landslide Simulation (ILS): high damage with feedback present, high damage with feedback absent, low damage with feedback present, and low damage with feedback absent. In high-damage conditions, the probabilities of damages to life and property due to landslides were 10 times higher than those in the low-damage conditions. In feedback-present conditions, experiential feedback was provided in numeric, text, and graphical formats in ILS. In feedback-absent conditions, the probabilities of damages were described; however, there was no experiential feedback present. Investments were greater in conditions where experiential feedback was present and damages were high compared to conditions where experiential feedback was absent and damages were low. Furthermore, only high-damage feedback produced learning in ILS. Simulation tools like ILS seem appropriate for landslide risk communication and for performing what-if analyses.
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Primiarna, Primiarna. "Implementasi Metoda Coaching Pada Feedback Assessment Untuk Menurunkan GAP Kompetisi." KILAT 9, no. 1 (April 25, 2020): 43–48. http://dx.doi.org/10.33322/kilat.v9i1.776.
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To prepare the ability of human resources, HR competencies are needed that are suitable both in terms of hard competency or soft competency. In order to develop themselves, they must know what are their strengths and weaknesses. The means to find out the strengths and weaknesses of PLN itself is carried out by individual feedback mechanisms. After participating in the assessment activities, employees will be given the results of the assessment. Notification of the results of the assessment is given verbally which usually includes feedback. In individual feedback, it will be told about what are the strengths, what are the weaknesses and how to reduce the competency gap they have. During this time the way to reduce the competency gap is given directly by the feedbacker. There is one method so that feedbackee (who is given feedback in this case the user who has followed the assessment) is easy to implement how to close the gap, that is, if the way to close the gap is out of the ideas of the asesee themselves, of course with the guidance of the feedbacker who knows the science of how to eliminate the gap competence. The method that matches the above method is the coaching method. The results obtained using the coaching method in the feedback assessment activities become a more effective solution to reduce the competency gap.
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Dessler, A. E. "A Determination of the Cloud Feedback from Climate Variations over the Past Decade." Science 330, no. 6010 (December 9, 2010): 1523–27. http://dx.doi.org/10.1126/science.1192546.
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Estimates of Earth's climate sensitivity are uncertain, largely because of uncertainty in the long-term cloud feedback. I estimated the magnitude of the cloud feedback in response to short-term climate variations by analyzing the top-of-atmosphere radiation budget from March 2000 to February 2010. Over this period, the short-term cloud feedback had a magnitude of 0.54 ± 0.74 (2σ) watts per square meter per kelvin, meaning that it is likely positive. A small negative feedback is possible, but one large enough to cancel the climate’s positive feedbacks is not supported by these observations. Both long- and short-wave components of short-term cloud feedback are also likely positive. Calculations of short-term cloud feedback in climate models yield a similar feedback. I find no correlation in the models between the short- and long-term cloud feedbacks.
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Williams, Richard G., Anna Katavouta, and Philip Goodwin. "Carbon-Cycle Feedbacks Operating in the Climate System." Current Climate Change Reports 5, no. 4 (November 22, 2019): 282–95. http://dx.doi.org/10.1007/s40641-019-00144-9.
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AbstractClimate change involves a direct response of the climate system to forcing which is amplified or damped by feedbacks operating in the climate system. Carbon-cycle feedbacks alter the land and ocean carbon inventories and so act to reduce or enhance the increase in atmospheric CO2 from carbon emissions. The prevailing framework for carbon-cycle feedbacks connect changes in land and ocean carbon inventories with a linear sum of dependencies on atmospheric CO2 and surface temperature. Carbon-cycle responses and feedbacks provide competing contributions: the dominant effect is that increasing atmospheric CO2 acts to enhance the land and ocean carbon stores, so providing a negative response and feedback to the original increase in atmospheric CO2, while rising surface temperature acts to reduce the land and ocean carbon stores, so providing a weaker positive feedback for atmospheric CO2. The carbon response and feedback of the land and ocean system may be expressed in terms of a combined carbon response and feedback parameter, λcarbon in units of W m− 2K− 1, and is linearly related to the physical climate feedback parameter, λclimate, revealing how carbon and climate responses and feedbacks are inter-connected. The magnitude and uncertainties in the carbon-cycle response and feedback parameter are comparable with the magnitude and uncertainties in the climate feedback parameter from clouds. Further mechanistic insight needs to be gained into how the carbon-cycle feedbacks are controlled for the land and ocean, particularly to separate often competing effects from changes in atmospheric CO2 and climate forcing.
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Guilyardi, Eric, Pascale Braconnot, Fei-Fei Jin, Seon Tae Kim, Michel Kolasinski, Tim Li, and Ionela Musat. "Atmosphere Feedbacks during ENSO in a Coupled GCM with a Modified Atmospheric Convection Scheme." Journal of Climate 22, no. 21 (November 1, 2009): 5698–718. http://dx.doi.org/10.1175/2009jcli2815.1.
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Abstract The too diverse representation of ENSO in a coupled GCM limits one’s ability to describe future change of its properties. Several studies pointed to the key role of atmosphere feedbacks in contributing to this diversity. These feedbacks are analyzed here in two simulations of a coupled GCM that differ only by the parameterization of deep atmospheric convection and the associated clouds. Using the Kerry–Emanuel (KE) scheme in the L’Institut Pierre-Simon Laplace Coupled Model, version 4 (IPSL CM4; KE simulation), ENSO has about the right amplitude, whereas it is almost suppressed when using the Tiedke (TI) scheme. Quantifying both the dynamical Bjerknes feedback and the heat flux feedback in KE, TI, and the corresponding Atmospheric Model Intercomparison Project (AMIP) atmosphere-only simulations, it is shown that the suppression of ENSO in TI is due to a doubling of the damping via heat flux feedback. Because the Bjerknes positive feedback is weak in both simulations, the KE simulation exhibits the right ENSO amplitude owing to an error compensation between a too weak heat flux feedback and a too weak Bjerknes feedback. In TI, the heat flux feedback strength is closer to estimates from observations and reanalysis, leading to ENSO suppression. The shortwave heat flux and, to a lesser extent, the latent heat flux feedbacks are the dominant contributors to the change between TI and KE. The shortwave heat flux feedback differences are traced back to a modified distribution of the large-scale regimes of deep convection (negative feedback) and subsidence (positive feedback) in the east Pacific. These are further associated with the model systematic errors. It is argued that a systematic and detailed evaluation of atmosphere feedbacks during ENSO is a necessary step to fully understand its simulation in coupled GCMs.
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Voelkel, Susanne, and Luciane V. Mello. "Audio Feedback – Better Feedback?" Bioscience Education 22, no. 1 (July 2014): 16–30. http://dx.doi.org/10.11120/beej.2014.00022.
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Wicaksono, Wimbo Pambudi. "Types and Frequencies of Written Corrective Feedbacks in Adult ESL Classroom." Indonesian Journal of English Language Studies (IJELS) 3, no. 2 (April 17, 2018): 60–67. http://dx.doi.org/10.24071/ijels.v3i2.1065.
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Feedbacks have been seen as an effective way to help language learners acquire second language competence. This study aims to find out how the written corrective feedback (CF) has been used in the adult ESL classroom. In this study, the data were generated through the learners writing. Then the data were put into direct, coded and uncoded type of the written corrective feedback. In addition, those types of feedback were categorized into content and form category to find the scope of the written corrective feedback. As the result, the direct written corrective feedback was mostly used by the teachers. Interestingly, the teachers only used the uncoded written corrective feedback when it refers to the content of the writing. Besides, the dynamic corrective feedbacks that occur several times can be a proof that the teachers not only focus on the form the writing but also the content.Keywords: written corrective feedback, ESL
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Liu, Zhengyu, Na Wen, and Yun Liu. "On the Assessment of Nonlocal Climate Feedback. Part I: The Generalized Equilibrium Feedback Assessment*." Journal of Climate 21, no. 1 (January 1, 2008): 134–48. http://dx.doi.org/10.1175/2007jcli1826.1.
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Abstract A statistical method is developed to assess the full climate feedback of nonlocal climate feedbacks. The method is a multivariate generalization of the univariate equilibrium feedback assessment (EFA) method of Frankignoul et al. As a pilot study here, the generalized EFA (GEFA) is applied to the assessment of the feedback response of sea surface temperature (SST) on surface heat flux in a simple ocean–atmosphere model that includes atmospheric advection. It is shown that GEFA can capture major features of nonlocal climate feedback and sheds light on the dynamics of the atmospheric response, as long as the spatial resolution (or spatial degree of freedom) is not very high. Given a sample size, sampling error tends to increase significantly with the spatial resolution of the data. As a result, useful estimates of the feedback can only be obtained at sufficiently low resolution. The sampling error is also found to increase significantly with the spatial scale of the atmospheric forcing and, in turn, the SST variability. This implies the potential difficulty in distinguishing the nonlocal feedbacks arising from small-scale SST variability. These deficiencies call for further improvements on the assessment methods for nonlocal climate feedbacks.
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Dalton, Meghan M., and Karen M. Shell. "Comparison of Short-Term and Long-Term Radiative Feedbacks and Variability in Twentieth-Century Global Climate Model Simulations." Journal of Climate 26, no. 24 (December 2, 2013): 10051–70. http://dx.doi.org/10.1175/jcli-d-12-00564.1.
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Abstract The climate sensitivity uncertainty of global climate models (GCMs) is partly due to the spread of individual feedbacks. One approach to constrain long-term climate sensitivity is to use the relatively short observational record, assuming there exists some relationship in feedbacks between short and long records. The present work tests this assumption by regressing short-term feedback metrics, characterized by the 20-yr feedback as well as interannual and intra-annual metrics, against long-term longwave water vapor, longwave atmospheric temperature, and shortwave surface albedo feedbacks calculated from 13 twentieth-century GCM simulations. Estimates of long-term feedbacks derived from reanalysis observations and statistically significant regressions are consistent with but no more constrained than earlier estimates. For the interannual metric, natural variability contributes to the feedback uncertainty, reducing the ability to estimate the interannual behavior from one 20-yr time slice. For both the interannual and intra-annual metrics, uncertainty in the intermodel relationships between 20-yr metrics and 100-yr feedbacks also contributes to the feedback uncertainty. Because of differences in time scales of feedback processes, relationships between the 20-yr interannual metric and 100-yr water vapor and atmospheric temperature feedbacks are significant for only one feedback calculation method. The intra-annual and surface albedo relationships show more complex behavior, though positive correspondence between Northern Hemisphere surface albedo intra-annual metrics and 100-yr feedbacks is consistent with previous studies. Many relationships between 20-yr metrics and 100-yr feedbacks are sensitive to the specific GCMs included, highlighting that care should be taken when inferring long-term feedbacks from short-term observations.
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Rubió-Massegú, Josep, Francisco Palacios-Quiñonero, Josep M. Rossell, and Hamid Reza Karimi. "Static Output-Feedback Control for Vehicle Suspensions: A Single-Step Linear Matrix Inequality Approach." Mathematical Problems in Engineering 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/907056.
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In this paper, a new strategy to design static output-feedback controllers for a class of vehicle suspension systems is presented. A theoretical background on recent advances in output-feedback control is first provided, which makes possible an effective synthesis of static output-feedback controllers by solving a single linear matrix inequality optimization problem. Next, a simplified model of a quarter-car suspension system is proposed, taking the ride comfort, suspension stroke, road holding ability, and control effort as the main performance criteria in the vehicle suspension design. The new approach is then used to design a static output-feedbackH∞controller that only uses the suspension deflection and the sprung mass velocity as feedback information. Numerical simulations indicate that, despite the restricted feedback information, this static output-feedbackH∞controller exhibits an excellent behavior in terms of both frequency and time responses, when compared with the corresponding state-feedbackH∞controller.
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Al-Sada, Mohammed, Keren Jiang, Shubhankar Ranade, Mohammed Kalkattawi, and Tatsuo Nakajima. "HapticSnakes: multi-haptic feedback wearable robots for immersive virtual reality." Virtual Reality 24, no. 2 (September 30, 2019): 191–209. http://dx.doi.org/10.1007/s10055-019-00404-x.
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Abstract Haptic feedback plays a large role in enhancing immersion and presence in VR. However, previous research and commercial products have limitations in terms of variety and locations of delivered feedbacks. To address these challenges, we present HapticSnakes, which are snake-like waist-worn robots that can deliver multiple types of feedback in various body locations, including taps-, gestures-, airflow-, brushing- and gripper-based feedbacks. We developed two robots, one is lightweight and suitable for taps and gestures, while the other is capable of multiple types of feedback. We presented a design space based on our implementations and conducted two evaluations. Since taps are versatile, easy to deliver and largely unexplored, our first evaluation focused on distinguishability of tap strengths and locations on the front and back torso. Participants had highest accuracy in distinguishing feedback on the uppermost regions and had superior overall accuracy in distinguishing feedback strengths over locations. Our second user study investigated HapticSnakes’ ability to deliver multiple feedback types within VR experiences, as well as users’ impressions of wearing our robots and receiving novel feedback in VR. The results indicate that participants had distinct preferences for feedbacks and were in favor of using our robots throughout. Based on the results of our evaluations, we extract design considerations and discuss research challenges and opportunities for developing multi-haptic feedback robots.
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Chen, Lin, Yongqiang Yu, and De-Zheng Sun. "Cloud and Water Vapor Feedbacks to the El Niño Warming: Are They Still Biased in CMIP5 Models?" Journal of Climate 26, no. 14 (July 12, 2013): 4947–61. http://dx.doi.org/10.1175/jcli-d-12-00575.1.
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Abstract Previous evaluations of model simulations of the cloud and water vapor feedbacks in response to El Niño warming have singled out two common biases in models from phase 3 of the Coupled Model Intercomparison Project (CMIP3): an underestimate of the negative feedback from the shortwave cloud radiative forcing (SWCRF) and an overestimate of the positive feedback from the greenhouse effect of water vapor. Here, the authors check whether these two biases are alleviated in the CMIP5 models. While encouraging improvements are found, particularly in the simulation of the negative SWCRF feedback, the biases in the simulation of these two feedbacks remain prevalent and significant. It is shown that bias in the SWCRF feedback correlates well with biases in the corresponding feedbacks from precipitation, large-scale circulation, and longwave radiative forcing of clouds (LWCRF). By dividing CMIP5 models into two categories—high score models (HSM) and low score models (LSM)—based on their individual skills of simulating the SWCRF feedback, the authors further find that ocean–atmosphere coupling generally lowers the score of the simulated feedbacks of water vapor and clouds but that the LSM is more affected by the coupling than the HSM. They also find that the SWCRF feedback is simulated better in the models that have a more realistic zonal extent of the equatorial cold tongue, suggesting that the continuing existence of an excessive cold tongue is a key factor behind the persistence of the feedback biases in models.
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Jarvis, A. "The magnitude-timescale relationship of surface temperature feedbacks in climate models." Earth System Dynamics Discussions 2, no. 2 (July 1, 2011): 467–91. http://dx.doi.org/10.5194/esdd-2-467-2011.
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Abstract. Because of the fundamental role feedbacks play in determining the characteristics of climate it is important we are able to specify both the magnitude and response timescale of the feedbacks we are interested in. This paper employs three different climate models driven to equilibrium with a 4 × CO2 forcing to analyze the magnitude and timescales of surface temperature feedbacks. These models are a global energy balance model, an intermediate complexity climate model and a general circulation model. Rather than split surface temperature feedback into characteristic physical processes, this paper adopts a linear systems approach to split feedback according to their time constants and corresponding feedback amplitudes. The analysis reveals that there is a dominant net negative feedback realised during the first year. However, this is partially attenuated by a spectrum of positive feedbacks for time constants in the range 10 to 1000 years. This attenuation was composed of two discrete phases which are attributed to the effects of ''diffusive – mixed layer'' and ''circulatory – deep ocean'' ocean heat equilibration processes. The diffusive equilibration was associated with time constants on the decadal timescale and accounted for approximately 75 to 80 % of the overall ocean heat equilibration feedback, whilst the circulatory feedback operated on a centennial timescale and accounted for the remaining 20 to 25 % of the response. It is important to quantify these decadal and centennial feedback processes to understand the range of climate model projections on these longer timescales.
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Warni, Asis. "A STUDY OF STUDENTS’ PERCEPTION TOWARDS THE CORRECTIVE FEEDBACKS USED BY THE TEACHER IN CORRECTING THE STUDENTS’ WRITING PROBLEMS." Ensiklopedia Education Review 3, no. 3 (May 19, 2022): 44–51. http://dx.doi.org/10.33559/eer.v3i3.257.
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This research aimed to find out the students’ perception towards the corrective feedbacks used by the teacher in correctinng the students’ writing problems. The reseach employed descriptive method. The sample of this research was selected by using random sampling technique. The instruments of data collection was a students’ checklist. The data of the students’ perception towards the corrective feedback stated that 59,09% students said that direct corrective feedback help them to understand what to do to correct their errors. Next, the result shown that 54,55% of the students also mentioned that they can notice and understand their errors about punctuation, spelling, and capitalization through indirect corrective feedback easily. Furthermore, half of them or 50% of the sample students told that indirect corrective feedback encouraged them to write in a better topic and details. In conclusion, the corrective feedbacks improve student’s ability in writing especially descriptive text and the students have positive perceptions about the corrective feedbacks. Keywords: Perception, Corrective Feedback, Writing
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Sejas, Sergio A., and Ming Cai. "Isolating the Temperature Feedback Loop and Its Effects on Surface Temperature." Journal of the Atmospheric Sciences 73, no. 8 (July 28, 2016): 3287–303. http://dx.doi.org/10.1175/jas-d-15-0287.1.
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Abstract Climate feedback processes are known to substantially amplify the surface warming response to an increase of greenhouse gases. When the forcing and feedbacks modify the temperature response they trigger temperature feedback loops that amplify the direct temperature changes due to the forcing and nontemperature feedbacks through the thermal–radiative coupling between the atmosphere and surface. This study introduces a new feedback-response analysis method that can isolate and quantify the effects of the temperature feedback loops of individual processes on surface temperature from their corresponding direct surface temperature responses. The authors analyze a 1% yr−1 increase of CO2 simulation of the NCAR CCSM4 at the time of CO2 doubling to illustrate the new method. The Planck sensitivity parameter, which indicates colder regions experience stronger surface temperature responses given the same change in surface energy flux, is the inherent factor that leads to polar warming amplification (PWA). This effect explains the PWA in the Antarctic, while the direct temperature response to the albedo and cloud feedbacks further explains the greater PWA of the Arctic. Temperature feedback loops, particularly the one associated with the albedo feedback, further amplify the Arctic surface warming relative to the tropics. In the tropics, temperature feedback loops associated with the CO2 forcing and water vapor feedback cause most of the surface warming. Overall, the temperature feedback is responsible for most of the surface warming globally, accounting for nearly 76% of the global-mean surface warming. This is 3 times larger than the next largest warming contribution, indicating that the temperature feedback loop is the preeminent contributor to the surface warming.
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FANG, Fan, and Renate FREUDENBERG-FINDEISEN. "Wie verarbeiten Lernende Dozentenfeedback und welches Feedback ist für Lernende effektiv?" Informationen Deutsch als Fremdsprache 46, no. 2 (May 7, 2019): 256–86. http://dx.doi.org/10.1515/infodaf-2019-0019.
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ZusammenfassungSeit mehreren Jahren werden kontroverse Diskussionen über Dozentenfeedback geführt. Die Untersuchung wurde im Rahmen einer realen Unterrichtssituation durchgeführt. Die statistische SPSS-Analyse zeigt, dass die Gruppe, die indirektes Feedback bekommt, nachhaltigere Leistungen erzielen konnte, als die Gruppe, die direktes Feedback bekommt. Indirekte Feedbacks inspirieren die Studierenden zur selbstständigen Reflexion, zudem fördern Feedback-Gespräche mit Dozierenden das Verständnis der sprachlichen Strukturen. Um die Schreibkompetenz zu fördern und weiterzuentwickeln, sollten schriftliche Übungsformate daher in stärkerem Maße von indirekten Feedbacks begleitet werden.
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Ferraro, A. J., F. H. Lambert, M. Collins, and G. M. Miles. "Physical Mechanisms of Tropical Climate Feedbacks Investigated Using Temperature and Moisture Trends*." Journal of Climate 28, no. 22 (November 15, 2015): 8968–87. http://dx.doi.org/10.1175/jcli-d-15-0253.1.
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Abstract Tropical climate feedback mechanisms are assessed using satellite-observed and model-simulated trends in tropical tropospheric temperature from the MSU/AMSU instruments and upper-tropospheric humidity from the HIRS instruments. Despite discrepancies in the rates of tropospheric warming between observations and models, both are consistent with constant relative humidity over the period 1979–2008. Because uncertainties in satellite-observed tropical-mean trends preclude a constraint on tropical-mean trends in models regional features of the feedbacks are also explored. The regional pattern of the lapse rate feedback is primarily determined by the regional pattern of surface temperature changes, as tropical atmospheric warming is relatively horizontally uniform. The regional pattern of the water vapor feedback is influenced by the regional pattern of precipitation changes, with variations of 1–2 W m−2 K−1 across the tropics (compared to a tropical-mean feedback magnitude of 3.3–4 W m−2 K−1). Thus the geographical patterns of water vapor and lapse rate feedbacks are not correlated, but when the feedbacks are calculated in precipitation percentiles rather than in geographical space they are anticorrelated, with strong positive water vapor feedback associated with strong negative lapse rate feedback. The regional structure of the feedbacks is not related to the strength of the tropical-mean feedback in a subset of the climate models from the CMIP5 archive. Nevertheless the approach constitutes a useful process-based test of climate models and has the potential to be extended to constrain regional climate projections.
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Batlle Bayer, L., B. J. J. M. van den Hurk, B. J. Strengers, and J. G. van Minnen. "Regional feedbacks under changing climate and land-use conditions." Earth System Dynamics Discussions 3, no. 1 (April 2, 2012): 201–34. http://dx.doi.org/10.5194/esdd-3-201-2012.
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Abstract. Ecosystem responses to a changing climate and human-induced climate forcings (e.g. deforestation) might amplify (positive feedback) or dampen (negative feedback) the initial climate response. Feedbacks may include the biogeochemical (e.g. carbon cycle) and biogeophysical feedbacks (e.g. albedo and hydrological cycle). Here, we first review the most important feedbacks and put them into the context of a conceptual framework, including the major processes and interactions between terrestrial ecosystems and climate. We explore potential regional feedbacks in four hot spots with pronounced potential changes in land-use/management and local climate: sub-Saharan Africa (SSA), Europe, the Amazon Basin and South and Southeast Asia. For each region, the relevant human-induced climate forcings and feedbacks were identified based on published literature. When evapotranspiration is limited by a soil water deficit, heat waves in Europe are amplified (positive soil moisture-temperature feedback). Drought events in the Amazon lead to further rainfall reduction when water recycling processes are affected (positive soil moisture-precipitation feedback). In SSA, the adoption of irrigation in the commonly rainfed systems can modulate the negative soil moisture-temperature feedback. In contrast, future water shortage in South and Southeast Asia can turn the negative soil moisture-temperature feedback into a positive one. Further research including advanced modeling strategies is needed to isolate the dominant processes affecting the strength and sign of the feedbacks. In addition, the socio-economic dimension needs to be considered in the ecosystems-climate system to include the essential role of human decisions on land-use and land-cover change (LULCC). In this context, enhanced integration between Earth System (ES) and Integrated Assessment (IA) modeling communities is strongly recommended.
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Zhou, Chen, Mark D. Zelinka, Andrew E. Dessler, and Ping Yang. "An Analysis of the Short-Term Cloud Feedback Using MODIS Data." Journal of Climate 26, no. 13 (July 1, 2013): 4803–15. http://dx.doi.org/10.1175/jcli-d-12-00547.1.
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Abstract The cloud feedback in response to short-term climate variations is estimated from cloud measurements combined with offline radiative transfer calculations. The cloud measurements are made by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA's Terra satellite and cover the period 2000–10. Low clouds provide a strong negative cloud feedback, mainly because of their impact in the shortwave (SW) portion of the spectrum. Midlevel clouds provide a positive net cloud feedback that is a combination of a positive SW feedback partially canceled by a negative feedback in the longwave (LW). High clouds have only a small impact on the net cloud feedback because of a close cancellation between large LW and SW cloud feedbacks. Segregating the clouds by optical depth, it is found that the net cloud feedback is set by a positive cloud feedback due to reductions in the thickest clouds (mainly in the SW) and a cancelling negative feedback from increases in clouds with moderate optical depths (also mainly in the SW). The global average SW, LW, and net cloud feedbacks are +0.30 ±1.10, −0.46 ±0.74, and −0.16 ±0.83 W m−2 K−1, respectively. The SW feedback is consistent with previous work; the MODIS LW feedback is lower than previous calculations and there are reasons to suspect it may be biased low. Finally, it is shown that the apparently small control that global mean surface temperature exerts on clouds, which leads to the large uncertainty in the short-term cloud feedback, arises from statistically significant but offsetting relationships between individual cloud types and global mean surface temperature.
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Zelinka, Mark D., Stephen A. Klein, and Dennis L. Hartmann. "Computing and Partitioning Cloud Feedbacks Using Cloud Property Histograms. Part II: Attribution to Changes in Cloud Amount, Altitude, and Optical Depth." Journal of Climate 25, no. 11 (June 2012): 3736–54. http://dx.doi.org/10.1175/jcli-d-11-00249.1.
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Cloud radiative kernels and histograms of cloud fraction, both as functions of cloud-top pressure and optical depth, are used to quantify cloud amount, altitude, and optical depth feedbacks. The analysis is applied to doubled-CO2 simulations from 11 global climate models in the Cloud Feedback Model Intercomparison Project. Global, annual, and ensemble mean longwave (LW) and shortwave (SW) cloud feedbacks are positive, with the latter nearly twice as large as the former. The robust increase in cloud-top altitude in both the tropics and extratropics is the dominant contributor to the positive LW cloud feedback. The negative impact of reductions in cloud amount offsets more than half of the positive impact of rising clouds on LW cloud feedback, but the magnitude of compensation varies considerably across the models. In contrast, robust reductions in cloud amount make a large and virtually unopposed positive contribution to SW cloud feedback, though the intermodel spread is greater than for any other individual feedback component. Overall reductions in cloud amount have twice as large an impact on SW fluxes as on LW fluxes, such that the net cloud amount feedback is moderately positive, with no models exhibiting a negative value. As a consequence of large but partially offsetting effects of cloud amount reductions on LW and SW feedbacks, both the mean and intermodel spread in net cloud amount feedback are smaller than those of the net cloud altitude feedback. Finally, the study finds that the large negative cloud feedback at high latitudes results from robust increases in cloud optical depth, not from increases in total cloud amount as is commonly assumed.
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Laici, Chiara, and Maila Pentucci. "Developing university students' feedback literacy through peer feedback activities." EDUCATION SCIENCES AND SOCIETY, no. 1 (July 2023): 204–22. http://dx.doi.org/10.3280/ess1-2023oa15925.
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In order to make feedback become a process leading didactic practises it is necessary to overcome the static and single-directional vision linked to providing and receiving feedback and to go towards an interactive and generative feedback, foreseeing some peer feedback moments, some self-evaluation and self- regulation. In this paper we would like to describe a didactic path focused on feedback, activated in two University courses in different Universities with the following aims: activating subsequent feedback spirals (Carless, 2019), first between Professor and students, then between peers, to get to a self-awareness interior process, that is an incorporation of reflexivity on one's own practices. Promoting feedback literacy (Carless & Boud, 2018) in the student through the experimentation in the practice. In particular, we will account for a peer feedback process realised in the following steps: a) the group production of a learning design; b) the peer review of the colleagues' designs, through the "Ladder of Feedback" protocol, with a following sharing of the reviews; c) the subsequent reflection on the activated processes through a questionnaire on the students' perceptions. The analysis of those productions enables us to reflect upon the sense of effectiveness granted to the peer feedback, on the differences between the Professor's and the peer feedbacks, on the comprehension of the role of the peer feedback within the training process.
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Pfister, Patrik L., and Thomas F. Stocker. "Changes in Local and Global Climate Feedbacks in the Absence of Interactive Clouds: Southern Ocean–Climate Interactions in Two Intermediate-Complexity Models." Journal of Climate 34, no. 2 (January 2021): 755–72. http://dx.doi.org/10.1175/jcli-d-20-0113.1.
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AbstractThe global-mean climate feedback quantifies how much the climate system will warm in response to a forcing such as increased CO2 concentration. Under a constant forcing, this feedback becomes less negative (increasing) over time in comprehensive climate models, which has been attributed to increases in cloud and lapse-rate feedbacks. However, out of eight Earth system models of intermediate complexity (EMICs) not featuring interactive clouds, two also simulate such a feedback increase: Bern3D-LPX and LOVECLIM. Using these two models, we investigate the causes of the global-mean feedback increase in the absence of cloud feedbacks. In both models, the increase is predominantly driven by processes in the Southern Ocean region. In LOVECLIM, the global-mean increase is mainly due to a local longwave feedback increase in that region, which can be attributed to lapse-rate changes. It is enhanced by the slow atmospheric warming above the Southern Ocean, which is delayed due to regional ocean heat uptake. In Bern3D-LPX, this delayed regional warming is the main driver of the global-mean feedback increase. It acts on a near-constant local feedback pattern mainly determined by the sea ice–albedo feedback. The global-mean feedback increase is limited by the availability of sea ice: faster Southern Ocean sea ice melting due to either stronger forcing or higher equilibrium climate sensitivity (ECS) reduces the increase of the global mean feedback in Bern3D-LPX. In the highest-ECS simulation with 4 × CO2 forcing, the feedback even becomes more negative (decreasing) over time. This reduced ice–albedo feedback due to sea ice depletion is a plausible mechanism for a decreasing feedback also in high-forcing simulations of other models.
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Pampino, Ralph N., Jennifer E. MacDonald, Jill E. Mullin, and David A. Wilder. "Weekly Feedback vs. Daily Feedback." Journal of Organizational Behavior Management 23, no. 2-3 (March 29, 2004): 21–43. http://dx.doi.org/10.1300/j075v23n02_03.
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Ceppi, Paulo, and Jonathan M. Gregory. "Relationship of tropospheric stability to climate sensitivity and Earth’s observed radiation budget." Proceedings of the National Academy of Sciences 114, no. 50 (November 28, 2017): 13126–31. http://dx.doi.org/10.1073/pnas.1714308114.
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Climate feedbacks generally become smaller in magnitude over time under CO2 forcing in coupled climate models, leading to an increase in the effective climate sensitivity, the estimated global-mean surface warming in steady state for doubled CO2. Here, we show that the evolution of climate feedbacks in models is consistent with the effect of a change in tropospheric stability, as has recently been hypothesized, and the latter is itself driven by the evolution of the pattern of sea-surface temperature response. The change in climate feedback is mainly associated with a decrease in marine tropical low cloud (a more positive shortwave cloud feedback) and with a less negative lapse-rate feedback, as expected from a decrease in stability. Smaller changes in surface albedo and humidity feedbacks also contribute to the overall change in feedback, but are unexplained by stability. The spatial pattern of feedback changes closely matches the pattern of stability changes, with the largest increase in feedback occurring in the tropical East Pacific. Relationships qualitatively similar to those in the models among sea-surface temperature pattern, stability, and radiative budget are also found in observations on interannual time scales. Our results suggest that constraining the future evolution of sea-surface temperature patterns and tropospheric stability will be necessary for constraining climate sensitivity.
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Armour, Kyle C., Cecilia M. Bitz, and Gerard H. Roe. "Time-Varying Climate Sensitivity from Regional Feedbacks." Journal of Climate 26, no. 13 (July 1, 2013): 4518–34. http://dx.doi.org/10.1175/jcli-d-12-00544.1.
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Abstract The sensitivity of global climate with respect to forcing is generally described in terms of the global climate feedback—the global radiative response per degree of global annual mean surface temperature change. While the global climate feedback is often assumed to be constant, its value—diagnosed from global climate models—shows substantial time variation under transient warming. Here a reformulation of the global climate feedback in terms of its contributions from regional climate feedbacks is proposed, providing a clear physical insight into this behavior. Using (i) a state-of-the-art global climate model and (ii) a low-order energy balance model, it is shown that the global climate feedback is fundamentally linked to the geographic pattern of regional climate feedbacks and the geographic pattern of surface warming at any given time. Time variation of the global climate feedback arises naturally when the pattern of surface warming evolves, actuating feedbacks of different strengths in different regions. This result has substantial implications for the ability to constrain future climate changes from observations of past and present climate states. The regional climate feedbacks formulation also reveals fundamental biases in a widely used method for diagnosing climate sensitivity, feedbacks, and radiative forcing—the regression of the global top-of-atmosphere radiation flux on global surface temperature. Further, it suggests a clear mechanism for the “efficacies” of both ocean heat uptake and radiative forcing.
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Stoica, Eduard Alexandru, and Esra Kahya Özyirmidokuz. "Mining Customer Feedback Documents." International Journal of Knowledge Engineering-IACSIT 1, no. 1 (2015): 68–71. http://dx.doi.org/10.7763/ijke.2015.v1.12.
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Song, Xiaoliang, Guang J. Zhang, and Ming Cai. "Characterizing the Climate Feedback Pattern in the NCAR CCSM3-SOM Using Hourly Data." Journal of Climate 27, no. 8 (April 10, 2014): 2912–30. http://dx.doi.org/10.1175/jcli-d-13-00567.1.
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Abstract The climate feedback–response analysis method (CFRAM) was applied to 10-yr hourly output of the NCAR Community Climate System Model, version 3, using the slab ocean model (CCSM3-SOM), to analyze the strength and spatial distribution of climate feedbacks and to characterize their contributions to the global and regional surface temperature Ts changes in response to a doubling of CO2. The global mean bias in the sum of partial Ts changes associated with the CO2 forcing, and each feedback derived with the CFRAM analysis is about 2% of Ts change obtained directly from the CCSM3-SOM simulations. The pattern correlation between the two is 0.94, indicating that the CFRAM analysis using hourly model output is accurate and thus is appropriate for quantifying the contributions of climate feedback to the formation of global and regional warming patterns. For global mean Ts, the largest contributor to the warming is water vapor feedback, followed by the direct CO2 forcing and albedo feedback. The albedo feedback exhibits the largest spatial variation, followed by shortwave cloud feedback. In terms of pattern correlation and RMS difference with the modeled global surface warming, longwave cloud feedback contributes the most. On zonal average, albedo feedback is the largest contributor to the stronger warming in high latitudes than in the tropics. The longwave cloud feedback further amplifies the latitudinal warming contrast. Both the land–ocean warming difference and contributions of climate feedbacks to it vary with latitude. Equatorward of 50°, shortwave cloud feedback and dynamical advection are the two largest contributors. The land–ocean warming difference on the hemispheric scale is mainly attributable to longwave cloud feedback and convection.
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Darmanto, D., Fetty Yulia Utari, and Abdul Rahim. "AN ANALYSIS OF TEACHER’S FEEDBACK ON STUDENTS’ WRITING TASK." JURNAL ILMIAH GLOBAL EDUCATION 4, no. 1 (March 10, 2023): 138–42. http://dx.doi.org/10.55681/jige.v4i1.557.
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The use of feedback is strongly crucial in learning of English as a second or foreign language. It is crucial because it can motivate and support the students in learning English. This study focused on analyzing and describing the teacher’s feedbacks used on students’ writing tasks and students’ perspective about it. In this research, case study was applied as research method. The subject of this research was the tenth graders of MAN 2 Sumbawa in school year 2021-2022. In collecting the data, the researchers used several instruments such as the students’ writing tasks, semi structure interview guide and observation sheet to gain the data from the respondents. All of the data were analyzed to know the type of teacher’s feedbacks and students’ responses on it. The findings of this research showed that there were two types of feedback given by the teacher, namely written and oral feedback. Both of those feedbacks were implemented in the students’ writing task. The finding also showed the use of feedback in English as foreign language (EFL) context was great significance to stimulate the students to make good writing. EFL students who involved in this study had expressed their strong belief in its importance and applicability. They gave positive responses to the use of written and oral feedback. Most of the students stated that the teacher’s feedback was a good motivation in learning and believed that the teacher’s feedback helped them in improving their writing proficiency.
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Dessler, A. E. "Observations of Climate Feedbacks over 2000–10 and Comparisons to Climate Models*." Journal of Climate 26, no. 1 (January 1, 2013): 333–42. http://dx.doi.org/10.1175/jcli-d-11-00640.1.
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Abstract Feedbacks in response to climate variations during the period 2000–10 have been calculated using reanalysis meteorological fields and top-of-atmosphere flux measurements. Over this period, the climate was stabilized by a strongly negative temperature feedback (~−3 W m−2 K−1); climate variations were also amplified by a strong positive water vapor feedback (~+1.2 W m−2 K−1) and smaller positive albedo and cloud feedbacks (~+0.3 and +0.5 W m−2 K−1, respectively). These observations are compared to two climate model ensembles, one dominated by internal variability (the control ensemble) and the other dominated by long-term global warming (the A1B ensemble). The control ensemble produces global average feedbacks that agree within uncertainties with the observations, as well as producing similar spatial patterns. The most significant discrepancy was in the spatial pattern for the total (shortwave + longwave) cloud feedback. Feedbacks calculated from the A1B ensemble show a stronger negative temperature feedback (due to a stronger lapse-rate feedback), but that is cancelled by a stronger positive water vapor feedback. The feedbacks in the A1B ensemble tend to be more smoothly distributed in space, which is consistent with the differences between El Niño–Southern Oscillation (ENSO) climate variations and long-term global warming. The sum of all of the feedbacks, sometimes referred to as the thermal damping rate, is −1.15 ± 0.88 W m−2 K−1 in the observations and −0.60 ± 0.37 W m−2 K−1 in the control ensemble. Within the control ensemble, models that more accurately simulate ENSO tend to produce thermal damping rates closer to the observations. The A1B ensemble average thermal damping rate is −1.26 ± 0.45 W m−2 K−1.
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Sun, De-Zheng, John Fasullo, Tao Zhang, and Andres Roubicek. "On the Radiative and Dynamical Feedbacks over the Equatorial Pacific Cold Tongue." Journal of Climate 16, no. 14 (July 15, 2003): 2425–32. http://dx.doi.org/10.1175/2786.1.
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Abstract An analysis of the climatic feedbacks in the NCAR Community Climate Model, version 3 (CCM3) over the equatorial Pacific cold tongue is presented. Using interannual signals in the underlying SST, the radiative and dynamical feedbacks have been calculated using both observations and outputs from the NCAR CCM3. The results show that the positive feedback from the greenhouse effect of water vapor in the model largely agrees with that from observations. The dynamical feedback from the atmospheric transport in the model is also comparable to that from observations. However, the negative feedback from the solar forcing of clouds in the model is significantly weaker than the observed, while the positive feedback from the greenhouse effect of clouds is significantly larger. Consequently, the net atmospheric feedback in the CCM3 over the equatorial cold tongue region is strongly positive (5.1 W m−2 K−1), while the net atmospheric feedback in the real atmosphere is strongly negative (−6.4 W m−2 K−1). A further analysis with the aid of the International Satellite Cloud Climatology Project (ISCCP) data suggests that cloud cover response to changes in the SST may be a significant error source for the cloud feedbacks. It is also noted that the surface heating over the cold tongue in CCM3 is considerably weaker than in observations. In light of results from a linear feedback system, as well as those from a more sophisticated coupled model, it is suggested that the discrepancy in the net atmospheric feedback may have contributed significantly to the cold bias in the equatorial Pacific in the NCAR Climate System Model (CSM).
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Dufresne, Jean-Louis, and Sandrine Bony. "An Assessment of the Primary Sources of Spread of Global Warming Estimates from Coupled Atmosphere–Ocean Models." Journal of Climate 21, no. 19 (October 1, 2008): 5135–44. http://dx.doi.org/10.1175/2008jcli2239.1.
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Abstract Climate feedback analysis constitutes a useful framework for comparing the global mean surface temperature responses to an external forcing predicted by general circulation models (GCMs). Nevertheless, the contributions of the different radiative feedbacks to global warming (in equilibrium or transient conditions) and their comparison with the contribution of other processes (e.g., the ocean heat uptake) have not been quantified explicitly. Here these contributions from the classical feedback analysis framework are defined and quantified for an ensemble of 12 third phase of the Coupled Model Intercomparison Project (CMIP3)/Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Report (AR4) coupled atmosphere–ocean GCMs. In transient simulations, the multimodel mean contributions to global warming associated with the combined water vapor–lapse-rate feedback, cloud feedback, and ocean heat uptake are comparable. However, intermodel differences in cloud feedbacks constitute by far the most primary source of spread of both equilibrium and transient climate responses simulated by GCMs. The spread associated with intermodel differences in cloud feedbacks appears to be roughly 3 times larger than that associated either with the combined water vapor–lapse-rate feedback, the ocean heat uptake, or the radiative forcing.
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Nurhasanah, Siti, Apandi Apandi, and Linda Linda. "Investigating Teachers' Corrective Feedback in Writing." Academic Journal Perspective : Education, Language, and Literature 9, no. 2 (January 7, 2022): 88. http://dx.doi.org/10.33603/perspective.v9i2.5966.
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In the English classroom writing as a communicating ideas considered to be most challenging. Students usually found many difficulty to expressing ideas or choosing the words which they will write. However, it is not the case if the teacher guided well their students with corrective feedback. The teacher as the fasilitator has important role in the fasilitating learning by guiding students and eliciting response from them. This study examined the teachers corrective feedback in respoding to students english writing in one of public senior high school in Indramayu. In this research, the data were obtained from a teacher of one of senior high school in Indramayu . This research were being analyzed descriptive qualitative method and therefore the data were being collected through documentation and interview questions. The framework undertaken is being proposed by Ellis, thus the interview question was being adapted from Thorsteinsen. The findings was found that there were three categories of feedbacks specifically, direct corrective feedback, unfocused corrective feedback and metalinguistics corrective feedback. Meanwhile, the reasons that the teacher provide different feedback startegies, teachers corrective feedbacks is the key to make students conscious of making mistake on writing assignments.
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Langen, Peter L., Rune Grand Graversen, and Thorsten Mauritsen. "Separation of Contributions from Radiative Feedbacks to Polar Amplification on an Aquaplanet." Journal of Climate 25, no. 8 (April 10, 2012): 3010–24. http://dx.doi.org/10.1175/jcli-d-11-00246.1.
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Abstract When climate is forced by a doubling of CO2, a number of feedback processes are induced, such as changes of water vapor, clouds, and surface albedo. Here the CO2 forcing and concomitant feedbacks are studied individually using a general circulation model coupled to an aquaplanet mixed layer ocean. A technique for fixing the radiative effects of moisture and clouds by reusing these variables from 1 × CO2 and 2 × CO2 equilibrium climates in the model’s radiation code allows for a detailed decomposition of forcings, feedbacks, and responses. The cloud feedback in this model is found to have a weak global average effect and surface albedo feedbacks have been eliminated. As in previous studies, the water vapor feedback is found to approximately double climate sensitivity, but while its radiative effect is strongly amplified at low latitudes, the resulting response displays about the same degree of polar amplification as the full all-feedbacks experiment. In fact, atmospheric energy transports are found to change in a way that yields the same meridional pattern of response as when the water vapor feedback is turned off. The authors conclude that while the water vapor feedback does not in itself lead to polar amplification by increasing the ratio of high- to low-latitude warming, it does double climate sensitivity both at low and high latitudes. A polar amplification induced by other feedbacks in the system, such as the Planck and lapse rate feedbacks here, is thus strengthened in the sense of increasing the difference in high- and low-latitude warming.
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Soden, Brian J., and Isaac M. Held. "An Assessment of Climate Feedbacks in Coupled Ocean–Atmosphere Models." Journal of Climate 19, no. 14 (July 15, 2006): 3354–60. http://dx.doi.org/10.1175/jcli3799.1.
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Abstract The climate feedbacks in coupled ocean–atmosphere models are compared using a coordinated set of twenty-first-century climate change experiments. Water vapor is found to provide the largest positive feedback in all models and its strength is consistent with that expected from constant relative humidity changes in the water vapor mixing ratio. The feedbacks from clouds and surface albedo are also found to be positive in all models, while the only stabilizing (negative) feedback comes from the temperature response. Large intermodel differences in the lapse rate feedback are observed and shown to be associated with differing regional patterns of surface warming. Consistent with previous studies, it is found that the vertical changes in temperature and water vapor are tightly coupled in all models and, importantly, demonstrate that intermodel differences in the sum of lapse rate and water vapor feedbacks are small. In contrast, intermodel differences in cloud feedback are found to provide the largest source of uncertainty in current predictions of climate sensitivity.
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Caldwell, Peter M., Mark D. Zelinka, Karl E. Taylor, and Kate Marvel. "Quantifying the Sources of Intermodel Spread in Equilibrium Climate Sensitivity." Journal of Climate 29, no. 2 (January 7, 2016): 513–24. http://dx.doi.org/10.1175/jcli-d-15-0352.1.
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Abstract This study clarifies the causes of intermodel differences in the global-average temperature response to doubled CO2, commonly known as equilibrium climate sensitivity (ECS). The authors begin by noting several issues with the standard approach for decomposing ECS into a sum of forcing and feedback terms. This leads to a derivation of an alternative method based on linearizing the effect of the net feedback. Consistent with previous studies, the new method identifies shortwave cloud feedback as the dominant source of intermodel spread in ECS. This new approach also reveals that covariances between cloud feedback and forcing, between lapse rate and longwave cloud feedbacks, and between albedo and shortwave cloud feedbacks play an important and previously underappreciated role in determining model differences in ECS. Defining feedbacks based on fixed relative rather than specific humidity (as suggested by Held and Shell) reduces the covariances between processes and leads to more straightforward interpretations of results.
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Warni, Asis. "A STUDY OF STUDENTS’ PERCEPTION TOWARDS THE CORRECTIVE FEEDBACKS USED BY THE TEACHER IN CORRECTING THE STUDENTS’ WRITING PROBLEMS." Ensiklopedia Education Review 4, no. 2 (July 15, 2022): 1–8. http://dx.doi.org/10.33559/eer.v4i2.1169.
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This research aimed to find out the students’ perception towards the corrective feedbacks used by the teacher in correctinng the students’ writing problems. The reseach employed descriptive method. The sample of this research was selected by using random sampling technique. The instruments of data collection was a students’ checklist. The data of the students’ perception towards the corrective feedback stated that 59,09% students said that direct corrective feedback help them to understand what to do to correct their errors. Next, the result shown that 54,55% of the students also mentioned that they can notice and understand their errors about punctuation, spelling, and capitalization through indirect corrective feedback easily. Furthermore, half of them or 50% of the sample students told that indirect corrective feedback encouraged them to write in a better topic and details. In conclusion, the corrective feedbacks improve student’s ability in writing especially descriptive text and the students have positive perceptions about the corrective feedbacks.
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Liu, Fei, and Bin Wang. "Roles of the Moisture and Wave Feedbacks in Shaping the Madden–Julian Oscillation." Journal of Climate 30, no. 24 (December 2017): 10275–91. http://dx.doi.org/10.1175/jcli-d-17-0003.1.
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This study investigates the moisture and wave feedbacks in the Madden–Julian oscillation (MJO) dynamics by applying the general three-way interaction theoretical model. The three-way interaction model can reproduce observed large-scale characteristics of the MJO in terms of horizontal quadrupole-vortex structure, vertically tilted structure led by planetary boundary layer (PBL) convergence, slow eastward propagation with a period of 30–90 days, and planetary-scale circulation. The moisture feedback effects can be identified in this model by using diagnostic thermodynamic and momentum equations, and the wave feedback effects are investigated by using a diagnostic moisture equation. The moisture feedback is found to be responsible for producing the MJO dispersive modes when the convective adjustment process is slow. The moisture feedback mainly acts to reduce the frequency and growth rate of the short waves, while leaving the planetary waves less affected, so neglecting the moisture feedback is a good approximation for the wavenumber-1 MJO. The wave feedback is shown to slow down the eastward propagation and increase the growth rate of the planetary waves. The wave feedback becomes weak when the convective adjustment time increases, so neglecting the wave feedback is a good approximation for the MJO dynamics during a slow adjustment process. Sensitivities of these two feedbacks to other parameters are also discussed. These theoretical findings suggest that the two feedback processes, and thus the behaviors of the simulated MJO mode, should be sensitive to the parameters used in cumulus parameterizations.
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Yahya, M. Ubayu, and Suhartono Suhartono. "THE USE OF WRITTEN CORRECTIVE FEEDBACK TO IMPROVE THE TENTH GRADE STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (November 9, 2016): 13. http://dx.doi.org/10.29407/jetar.v1i2.479.
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Writing is a difficult process of how to share or state some ideas or opinions onto paper. Through text, students’ knowledge could be revealed. The wrong usage or application could be considered as the indicator that learning is taking place; however this kind of condition shouldn’t be allowed to happen continuously. The teacher should acknowledge where the students make the most error to give the appropriate technique. The research problems of this research are (1) What are written corrective feedbacks used by the tenth grade teacher in writing of descriptive text? (2) How do the students response to the written corrective feedbacks which are used by the tenth grade teacher in writing of descriptive text?
In this research, the writer used a descriptive case study to attain the data. The subjects of this research are the English teacher and the tenth grade students at SMK PGRI 1 KEDIRI. The research is done in two days. The writer uses instruments such as interview, field note, questionnaire and students’ written text.
The finding of this research is that (1) the teacher uses direct, indirect and metalinguistic corrective feedback; (2) direct corrective feedback gets 48% definitely like and 38% like, indirect corrective feedback gets 2% definitely like, 8% like and 2% do not like, and metalinguistic corrective feedback gets 2% like.
Based on the findings, it can be concluded that: (1) the teacher used direct corrective feedback to correct almost all the students’ errors on their written text of descriptive text; (2) students preferred direct corrective feedback more than the others. The writer suggested that the teacher should acknowledge the theories of written corrective feedback so the students do not understand direct corrective feedback only but all types of written corrective feedback.
Key Words: Writing, Direct Corrective Feedback, Indirect Corrective Feedback, Metalinguistic Corrective Feedback.
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Sun, De-Zheng, Yongqiang Yu, and Tao Zhang. "Tropical Water Vapor and Cloud Feedbacks in Climate Models: A Further Assessment Using Coupled Simulations." Journal of Climate 22, no. 5 (March 1, 2009): 1287–304. http://dx.doi.org/10.1175/2008jcli2267.1.
Full textAbstract:
Abstract By comparing the response of clouds and water vapor to ENSO forcing in nature with that in Atmospheric Model Intercomparison Project (AMIP) simulations by some leading climate models, an earlier evaluation of tropical cloud and water vapor feedbacks has revealed the following two common biases in the models: 1) an underestimate of the strength of the negative cloud albedo feedback and 2) an overestimate of the positive feedback from the greenhouse effect of water vapor. Extending the same analysis to the fully coupled simulations of these models as well as other Intergovernmental Panel on Climate Change (IPCC) coupled models, it is found that these two biases persist. Relative to the earlier estimates from AMIP simulations, the overestimate of the positive feedback from water vapor is alleviated somewhat for most of the coupled simulations. Improvements in the simulation of the cloud albedo feedback are only found in the models whose AMIP runs suggest either a positive or nearly positive cloud albedo feedback. The strength of the negative cloud albedo feedback in all other models is found to be substantially weaker than that estimated from the corresponding AMIP simulations. Consequently, although additional models are found to have a cloud albedo feedback in their AMIP simulations that is as strong as in the observations, all coupled simulations analyzed in this study have a weaker negative feedback from the cloud albedo and therefore a weaker negative feedback from the net surface heating than that indicated in observations. The weakening in the cloud albedo feedback is apparently linked to a reduced response of deep convection over the equatorial Pacific, which is in turn linked to the excessive cold tongue in the mean climate of these models. The results highlight that the feedbacks of water vapor and clouds—the cloud albedo feedback in particular—may depend on the mean intensity of the hydrological cycle. Whether the intermodel variations in the feedback from cloud albedo (water vapor) in the ENSO variability are correlated with the intermodel variations of the feedback from cloud albedo (water vapor) in global warming has also been examined. While a weak positive correlation between the intermodel variations in the feedback of water vapor during ENSO and the intermodel variations in the water vapor feedback during global warming was found, there is no significant correlation found between the intermodel variations in the cloud albedo feedback during ENSO and the intermodel variations in the cloud albedo feedback during global warming. The results suggest that the two common biases revealed in the simulated ENSO variability may not necessarily be carried over to the simulated global warming. These biases, however, highlight the continuing difficulty that models have in simulating accurately the feedbacks of water vapor and clouds on a time scale of the observations available.
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Park, Eunil, Ki Joon Kim, and Angel P. del Pobil. "The Effects of Multimodal Feedback and Gender on Task Performance of Stylus Pen Users." International Journal of Advanced Robotic Systems 9, no. 1 (January 1, 2012): 30. http://dx.doi.org/10.5772/50187.
Full textAbstract:
As various interactive input devices for computers have become available, the role of multimodal feedbacks generated by the devices has gained an increasing emphasis in recent years, with debates surrounding the relative efficiency of different feedback types of input devices. To address this and related issues, the present study conducted a 4 (types of feedback: visual vs. tactile vs. auditory vs. combined feedback) x 2 (gender: male vs. female) within-subject experiment to examine the effects of the type of feedbacks and gender on the efficiency and accuracy of a multimodal stylus pen. Results from the experiment showed that, regardless of the feedback type, males clicked the stylus faster than females while making more errors. A similar pattern was discovered when used the pen for dragging; males completed the dragging task faster than females while producing more errors. Interactions between the feedback type and gender as well as implications and limitations of the present study are discussed.