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Books on the topic 'Four levels of feedback'

Author: Grafiati
Published: 24 June 2021
Last updated: 17 February 2022

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

Dileanis, Peter D. Osmotic potential and projected drought tolerance of four phreatophytic shrub species in Owens Valley, California. [Reston, Va.?]: Dept. of the Interior, U.S. Geological Survey, 1989.

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12

Pratt, Alice. Ya:na:'a'awh: Four Hupa songs from Alice Pratt in the Hupa language of California for high school, adult education, and higher education levels. Arcata, Calif: Center for Indian Community Development, Humboldt State University, 1994.

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13

Bright, David S., and Julie J. Exline. Forgiveness at Four Levels. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199734610.013.0019.

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14

Educational Resources Information Center (U.S.), ed. Feedback in the NAEP achievement levels setting process. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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15

Kirkpatrick, Donald. The Four Levels of Evaluation. ASTD, 2007.

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16

Gawain, Shakti. The Four Levels of Healing. Eden Grove Editions, 1997.

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17

Kirkpatrick's Four Levels of Training Evaluation. Association for Talent Development, 2016.

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18

Kirkpatrick, Donald L. Evaluating Training Programs: The Four Levels. Berrett-Koehler (Short Disc), 1996.

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19

Frequent cholesterol feedback as an aid in lowering cholesterol levels. 1989.

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20

Frequent cholesterol feedback as an aid in lowering cholesterol levels. 1990.

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21

Reading 360 Levels Three and Four: Pack. Heinemann Educational Books - Primary Division, 1998.

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22

Psygkas, Athanasios. Increasing the “Democratic Surplus”: What Should the Path to the Future Look Like? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190632762.003.0006.

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This chapter concludes by exploring how the findings in the previous chapters can inform future developments in the EU regulatory system and further enhance democratic accountability at both the national and the supranational levels. The chapter first tells a story of convergence: in all three country cases, EU mandates transformed aspects of the preexisting administrative governance, and brought about accountability gains on all prongs of the deliberative-participatory model. However, cross-national variations still exist. This invites consideration of proposals for further EU-driven convergence through the creation, for instance, of a European telecommunications regulatory agency. The chapter suggests that at this stage this idea would result in losses in democratic accountability and would therefore be unwise. Instead, I put forth a proposal that harnesses the accountability benefits of the EU regulatory architecture by tapping into the institutional creativity of the member states and incrementally incorporating further EU-level requirements through a system of feedback loops.
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23

Woldu, Gabriel Temesgen. Do fiscal regimes matter for fiscal sustainability in South Africa? A Markov-switching approach. UNU-WIDER, 2020. http://dx.doi.org/10.35188/unu-wider/2020/920-4.

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This paper empirically examines South Africa’s fiscal sustainability through a Markov-switching model which utilizes quarterly datasets for the period from 1960 to 2019. The results show that public debt responds positively, demonstrating a sustainable fiscal policy. Furthermore, considering the regime-specific feedback coefficients of the fiscal policy rule and the durations of fiscal regimes, the study finds that South Africa’s fiscal policy satisfies the No-Ponzi game condition. Therefore, from a policy perspective, the South African government should take measures such as pension reforms, reducing operational expenses, reducing subsidies, and funding micro and small enterprises to gain the double dividend on the expenditure side along with revenue-enhancing measures on consumption taxes to achieve stable public finances and lower debt levels.
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24

Kirkpatrick, Donald L., and James D. Kirkpatrick. Evaluating Training Programs: The Four Levels (3rd Edition). 3rd ed. Berrett-Koehler Publishers, 2006.

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25

Milas, Ann, Carol Thompson, and Wendy Williams. English: Quick and Easy: Levels Three and Four. Delta Systems, 1999.

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26

Excellence in Vocational Education: Four Levels, Four Perspectives (Information Series, No 287). Ohio State Univ Center on Education, 1985.

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27

Ehrhart, Mark G. Helping in Organizations: A Review and Directions for Future Research. Edited by Philip M. Podsakoff, Scott B. Mackenzie, and Nathan P. Podsakoff. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.34.

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Helping has long been a central component of organizational citizenship behavior (OCB), and yet our knowledge of the full spectrum of helping processes in organizations is limited. Most helping research in the OCB literature has focused on individuals’ tendencies to help across situations, including antecedents and outcomes of those general tendencies. Integrating across a number of related literatures on such topics as prosocial behavior, help seeking, feedback/advice seeking, and favor exchange, this chapter presents an integrative framework of helping processes organized around the key decisions of whether to seek help and whether to help when asked, as well as whether to offer help and whether to accept offered help. An exploration of the factors associated with these decisions identifies a number of topics that have not received full attention in the OCB literature, which can be studied across various types of help and levels of analysis.
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28

Rose, Deondra. Federal Student Aid and the Gender Dynamics of Political Citizenship. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.003.0007.

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Chapter 7 investigates the feedback effects of federal higher education policies on women’s capacity and inclination to participate in politics. This analysis suggests that federal student aid programs have played a role in the declining gender gap in political engagement that we have seen in the last fifty years. By providing valuable resources that significantly increase the probability that beneficiaries will attain higher levels of education, broad-reaching financial aid policies have contributed to significant increases in women’s political interest, political efficacy, and involvement in political activities. Not only do federal higher education policies help to realize the promise of full and equal citizenship by promoting political engagement among a group that has traditionally been underrepresented in mass politics, but also they provide lessons for how the state can successfully use social policy to promote equality in terms of political citizenship.
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29

Martin, Joy Lomax. PERCEPTIONS OF CONTINUING EDUCATION IN FOUR LEVELS OF NURSING PREPARATION. 1990.

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30

Zeltsman, Nancy. Four-Mallet Marimba Playing: A Musical Approach for All Levels. Hal Leonard Corporation, 2003.

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31

Corbeil, Giselle. Adult second language learners: Fostering high levels of constructive processes in response to corrective feedback. 1989.

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32

Corbeil, Giselle. Adult second language learners: fostering high levels of constructive processes in response to corrective feedback. 1989.

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33

O’Neill, Sinéad, and John Sloboda. Responding to performers. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0023.

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Musical performance is an irreducibly social phenomenon, manifested through the multiple relationships between performers and audience. In live contexts, the nature and meaning of performance encompass the two-way interplay between performers and audience. This chapter surveys a range of research, from the philosophical to the empirical, into the parameters of this interplay, both during and after performances, focusing most specifically on those aspects that have implications for the creative practice of the musician. These aspects go beyond sound parameters to features of the performance often seen as ‘extra-musical’, such as the visual and gestural aspects of performance, the architecture of the performance space and perceived norms of behaviour within the concert context. Consideration is given to how these elements contribute to different levels of experience, from the ‘basic’ appreciation of structural elements through to the ‘peak’ experiences which music performance sometimes engenders. Also considered is audience feedback, both formal and informal, and how it may have an impact on creative performance.
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34

The Search for Happiness: Four Levels of Emotional and Spiritual Growth. Liguori/Triumph, 2002.

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35

Transferring Learning to Behavior: Using the Four Levels to Improve Performance. Berrett-Koehler Publishers, 2005.

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36

Bassey, Michael. Trent planning guide for primary schools: National Curriculum, levels four/five. LEAP, 1989.

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37

Chow, Jade, John Patterson, Kathy Boursicot, and David Sales, eds. Oxford Assess and Progress: Medical Sciences. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199605071.001.0001.

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Oxford Assess and Progress is a new and unique revision resource for medical students. Written and edited by subject and assessment experts the series provides a wealt of popular assessment questions and extra features to be truly fit for purpose and assessment success! Medical students will benefit from a comprehensive selection of Single Best Answer questions and Extended Matching Questions designed to test understanding and application of core medical science topics. Well illustrated, many assessment items are image based to prepare students for such exam questions. Chapter introductions provide a helpful quick overview of each topic. Ideal companions to the best-selling Oxford Handbooks, these excellent self-assessment guides can also be used entirely independently. Oxford Assess and Progress: Medical Sciences doesn't simply reveal the correct or wrong answer. Readers are directed to further revision material via detailed feedback on why the correct answer is best, and references to the Oxford Handbook of Medical Sciences and resources such as medical science textbooks. Each question is rated out of four possible levels of difficulty, from medical student to junior doctor. Carefully compiled and reviewed to ensure quality, students can rely on the Oxford Assess and Progress series to prepare for their exams.
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38

Gupta, Pawan. Oxford Assess and Progress: Emergency Medicine. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199599530.001.0001.

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Oxford Assess and Progress is a new and unique revision resource for medical students. Written and edited by clinicians and educational experts the series provides an array of popular assessment questions and extra features, including bonus online questions, to be truly fit for purpose and assessment success! Medical students will benefit from a comprehensive selection of Single Best Answer Questions and Extended Matching Questions designed to test understanding and application of core medical topics. Key professional themes such as decision making, communication and ethics are also teased out to ensure complete revision coverage. Editorials in each chapter unlock difficult subjects. Ideal companions to the best-selling Oxford Handbooks these excellent self-assessment guides can also be used entirely independently. Oxford Assess and Progress: Emergency Medicine doesn't simply reveal the correct or wrong answer. Readers are directed to further revision material via detailed feedback on why the correct answer is best, and references to the Oxford Handbook of Emergency Medicine and resources such as journal articles. Each question is rated out of four possible levels of difficulty, from medical student to junior doctor. Carefully complied and reviewed to ensure quality, students can rely on the Oxford Assess and Progress series to prepare for their exams.
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39

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
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40

Gao, Hairong. Design of high-speed summing circuitry and comparator for adaptive parallel multi-level decision feedback equalization. 1997.

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41

Gao, Hairong. Design of high-speed summing circuitry and comparator for adaptive parallel multi-level decision feedback equalization. 1997.

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42

Implementing the Four Levels: A Practical Guide for Effective Evaluation of Training Programs. Berrett-Koehler Publishers, 2007.

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43

Vongerichten, Jean-Georges, and Mark Bittman. Simple to Spectacular: How to Take One Basic Recipe to Four Levels of Sophistication. Broadway, 2000.

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44

Chia, Mantak. The Tao of Immortality: The Four Healing Arts and the Nine Levels of Alchemy. Destiny Books, 2018.

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45

Hertfordshire (England). Education Department. and Hertfordshire Mathematics Centre, eds. Connections: A guide for the first four levels of mathematics in the National Curriculum. Hatfield: Hertfordshire Mathematics Centre, 1991.

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46

Commission, Australia Public Service, ed. Knowing where you stand: Performance feedback schemes for ASO 1-6 and equivalent level staff in the APS. Canberra: Public Service Commission, 1994.

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47

Four Levels of Meaning in the York Cycle of Mystery Plays: A Study in Medieval Allegory. Edwin Mellen Pr, 2006.

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48

Southern Forest Experiment Station (New Orleans, La.), ed. Seasonal and cumulative loblolly pine development under two stand density and fertility levels through four growing seasons. New Orleans, La: U.S. Dept. of Agriculture, Forest Service, Southern Forest Experiment Station, 1994.

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49

Southern Forest Experiment Station (New Orleans, La.), ed. Seasonal and cumulative loblolly pine development under two stand density and fertility levels through four growing seasons. New Orleans, La: U.S. Dept. of Agriculture, Forest Service, Southern Forest Experiment Station, 1994.

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50

Southern Forest Experiment Station (New Orleans, La.), ed. Seasonal and cumulative loblolly pine development under two stand density and fertility levels through four growing seasons. New Orleans, La: U.S. Dept. of Agriculture, Forest Service, Southern Forest Experiment Station, 1994.

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