Sentences with phrase «feedback system the results»

Not exact matches

For us, we have found implementing a positive - feedback loop, or a system where clients see enough results to motivate them to keep going, is a plan that works.

After immediate feedback, the athlete can head right back out and make the necessary adjustment — and study the results later at home by means of the system's Web - publishing feature.

Another feedback could result from the fact that Emiliania is one of the dominant producers of dimethylsulfide, a volatile gas which is thought to serve as cooling agent in the climate system.

-- 7) Forest models for Montana that account for changes in both climate and resulting vegetation distribution and patterns; 8) Models that account for interactions and feedbacks in climate - related impacts to forests (e.g., changes in mortality from both direct increases in warming and increased fire risk as a result of warming); 9) Systems thinking and modeling regarding climate effects on understory vegetation and interactions with forest trees; 10) Discussion of climate effects on urban forests and impacts to cityscapes and livability; 11) Monitoring and time - series data to inform adaptive management efforts (i.e., to determine outcome of a management action and, based on that outcome, chart future course of action); 12) Detailed decision support systems to provide guidance for managing for adapSystems thinking and modeling regarding climate effects on understory vegetation and interactions with forest trees; 10) Discussion of climate effects on urban forests and impacts to cityscapes and livability; 11) Monitoring and time - series data to inform adaptive management efforts (i.e., to determine outcome of a management action and, based on that outcome, chart future course of action); 12) Detailed decision support systems to provide guidance for managing for adapsystems to provide guidance for managing for adaptation.

«These results suggest that phytoestrogens can interfere with the normal estrogen feedback mechanisms with respect to release of gonadotropin in the ewe... although most studies into the effects of phytoestrogens have concentrated on changes in the reproductive tract, there are indications that they interfere with the hormone balance between the ovaries and the hypothalamo - adenohypophysical system... ewes on phytoestrogens have shown follicular abnormalities such as numerous small follicles, deficient antrum formation and signs of early atresia... it is possible that the permanent changes brought about by phytoestrogens in the brain are a result of these compounds interacting with estrogen receptors in this tissue, and subsequently influencing the re-synthesis or replenishment of cyto - plasmic estrogen receptors... phytoestrogens can interfere with the delicate feedback mechanisms involved in the release of the gonadotrophins.»

We expect to use the results of this research to shape both the Instructional Partnership Initiative, which makes innovative use of feedback from our teacher evaluation system, as well as other state strategies for classroom improvement in years to come.»

States and districts would be wise to focus on the goals of their evaluation systems, including differentiating teachers based on their observed practice, providing actionable feedback on how to improve, and using the results to make consequential personnel decisions.

In giving feedback to the states a year ago, for example, Melody Musgrove (who directs the Office of Special Education Programs at ED) forewarned chiefs that ED was redesigning their monitoring system into «a more balanced approach that considers results as well as compliance.

As a feedback system our current tests are a failure, in other words, regardless of the needed attention to results and standards they cause.

In this webinar, a researcher will highlight some new studies and findings, while a Tennessee state official will bring the conversation to the real world by outlining early results from her state's system and the changes officials are making to respond to initial feedback.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

But, more fundamentally, accountability systems will provide information, feedback, and incentives that will result in combined actions that contribute to overall organizational learning and improved student learning.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Comparative results from the first Teaching and Learning International Survey (TALIS) show that education systems can best support teachers by shifting public and governmental concern away from the mere control over the resources and content of education toward a focus on outcomes, by moving from hit - and - miss policies to targeted interventions, and by moving from a bureaucratic approach to education to devolving responsibilities and effective school leadership that supports teachers through targeted professional development, appraisal, and feedback.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

This page outlines a map of assessment through the unit, including skill based questions, short writing responses and extended writing responses including essays.The atmospheric system, including the natural greenhouse effect and energy balance (incoming shortwave radiation and outgoing long wave radiation) Changes in the global energy balance, and the role of feedback loops, resulting from: Glossary - Student should make...

REACH is the result of the committees» collective work and establishes an enhanced teacher evaluation system that includes three components; teacher practice, student learning and student feedback.

«Ensure that evaluation systems provide teachers and principals with regular, timely feedback and opportunities for professional development based on the evaluation results.»

So again I say yes to any reform that results in a new system that creates a reciprocal flow of feedback and helps educators improve the quality of their professional practice.

In a previous post entitled «Five Questions About Feedback,» I emphasized how the effectiveness of our feedback is measured by whether it elicits a productive response from the recipient, so while we may be efficient in identifying the discrepancies in learning for every student, we must be equally effective in responding to the results since the simple gathering of evidence falls short of fulfilling the promise of a balanced assessmentFeedback,» I emphasized how the effectiveness of our feedback is measured by whether it elicits a productive response from the recipient, so while we may be efficient in identifying the discrepancies in learning for every student, we must be equally effective in responding to the results since the simple gathering of evidence falls short of fulfilling the promise of a balanced assessmentfeedback is measured by whether it elicits a productive response from the recipient, so while we may be efficient in identifying the discrepancies in learning for every student, we must be equally effective in responding to the results since the simple gathering of evidence falls short of fulfilling the promise of a balanced assessment system.

Senior research fellow at the CIS, Jennifer Buckingham, said feedback systems are effective if they have a common language, use explicit results and are widely shared.

Likewise, the feedback obtained by R and A from system leaders in the completion of the 2011 Academic Report reinforced the importance of using results to drive the continuous improvement process.

Provide a daily workflow of formative assessment, intervention and feedback to learners Example: A teacher establishes a transparent system using an online learning management system (LMS) for learners to take micro-assessments, receive or seek support based on results, and get direct feedback from a teacher or peer.

The resulting common language of instruction provides a foundation for powerful discourse about effective teaching, instructional feedback, and the collection and use of formative and summative assessment data across a system.

The system's precise programming results in sharper steering feel, feedback, precision, accuracy and immediate response.

-- A solid body structure as stiff as any in the global midsize sedan market, allowing for precise tuning and dynamic vehicle control — A premium steering gear that ensures smooth, precise responsiveness and on - center feel — Proven and continuously refined MacPherson strut front and mutli - link rear suspensions — Large, ventilated front disc and solid rear disc brakes, clamped on by dual - piston front and single - piston rear aluminum calipers, which are expected to deliver best - in - class stopping distance — An isolated engine cradle for tuned, refined feedback, without noise or vibration — Fuel - saving electric power rack - and - pinion variable - effort power steering, resulting in effortless low - speed maneuvers and a higher degree of steering feel at higher speeds — Chassis control technologies include four - channel anti-lock brakes, full - function traction control, four - corner electronic stability control, electronic brake force distribution, brake assist system, corner brake control, hydraulic brake fade assist and drag torque control.

Feedback from enthusiasts and racing drivers resulted in the decision to drop the anti-lock braking system from the production car.

Tweaks to suspension and aerodynamics systems along with other general adjustments will result in a handling model that provides much more feedback to the player and more responsiveness, meaning those little slides that spelt doom in F1 2010 can now be saved if you're quick enough.

There are a couple of problems, though, namely that the physics system can have some iffy moments, resulting in frustrating crashes that don't seem to have a legitimate cause, or if they do the game didn't provide the feedback necessary to figure it out.

The results of these simulations show that dust − climate feedbacks, perhaps set off by orbital forcing, push the system in and out of extreme cold conditions such as glacial maxima.

As we discussed at the time, those results were used to conclude that the Earth System Sensitivity (the total response to a doubling of CO2 after the short and long - term feedbacks have kicked in) was around 9ºC — much larger than any previous estimate (which is ~ 4.5 ºC)-- and inferred that the committed climate change with constant concentrations was 3 - 7ºC (again much larger than any other estimate — most are around 0.5 - 1ºC).

Even the conventional notion of ECS involving the short - term (Charney) feedbacks doesn't represent an equilibrium result, which is better represented by «Earth System Sensitivity» estimates.

The resulting decline in the buffering capacity of the inorganic carbonate system (increasing Revelle factor) sets up a theoretically predicted feedback loop whereby the invasion of anthropogenic CO2 reduces the ocean's ability to uptake additional CO2.

Please enlighten us, O Wise Hunter, (i) how long does it take for the climate system to respond to forcings, and (ii) does this delay in response ultimately result in a higher or a lower feedback and why?

What this counter intuitive result does illustrate is that there are a huge number of very complex feedback mechanisms within the climatic system, and the results of any change may not be what you would expect.

This warming is further magnified as a result of positive feedbacks in the climate system.

James Hurrell and colleagues in an article in the Bulletin of the American Meteorological Society stated that the «global coupled atmosphere — ocean — land — cryosphere system exhibits a wide range of physical and dynamical phenomena with associated physical, biological, and chemical feedbacks that collectively result in a continuum of temporal and spatial variability.

It's deemed a forcing when it is caused by a factor external to the climate system otherwise it is considered an internally induced feedback that automatically results when a forcing nudges things one way or another.

What basis would that have: We're pumping more energy (forcing) and water vapor (feedback) into a system that is already oscillating chaotically; as a result, oscillation amplitude and chaos are reduced?

And just maintaining current rates of warming without significant added feedbacks from the Earth System would result in Earth hitting close to 3 C warming by 2100 — a level that would inflict severe harm to life on Earth, including human civilizations.

A CO2 pulse in the atmosphere will take centuries to finally return to original levels, and that is completely ignoring any potential feedbacks from other parts of the system (ie temperatures raised for centuries could result in massve methane releases and loss of signficant low albedo ice sheets etc.) The experiments I am aware of that show improved plant growth in elevated CO2 levels require that all additional biological needs are amply provided for.

For the latter, one merely has to demonstrate either of two things: that CO2 does not indeed alter the thermal budget of the climate system such that increasing its concentration results in the trapping of more heat within that system, or that the negative feedbacks associated with CO2 - induced warming overwhelm the positive ones and result in a neutral or negative change to the state of the climate's average temperature.

Everybody agrees that if there were no feedbacks in the climate system, then the resulting climate sensitivity, as dictated by the S - B Equation (using the effect radiating temperature of 255 K for the earth) is about 0.3 C per (W / m ^ 2).

T he global coupled atmosphere — ocean — land — cryosphere system exhibits a wide range of physical and dynamical phenomena with associated physical, biological, and chemical feedbacks that collectively result in a continuum of temporal and spatial variability.

There is a «hole,» btw, in that LWIR is passed without disturbance into the system, but 50 % of the SWIR is radiated inward after being absorbed by the shell (in the feedback derivation, that would be a coefficient of 0.5, which results in a «gain» of 1 / (1 - 0.5) = 2).

«Relatively cool waters in the eastern Pacific often result in stubborn summer high - pressure systems over the eastern states that block storms, reducing the frequency of precipitation below normal,» noted study co-author Richard Healy of the Woods Hole Oceanographic Institution, Woods Hole, Mass. «Less frequent storms result in higher surface and atmospheric temperatures that then feedback on the atmospheric circulation to further reduce storm frequency and raise surface temperatures even more.»

Climate feedback - An interaction mechanism between processes in the climate system is called a climate feedback when the result of an initial process triggers changes in a second process that in turn influences the initial one.

Where we have processes that occur over space and time with multiple feedbacks and multiple interactions — and this results in non-linear oscillations — we have a spatio - temporal chaotic system.

The basic results of this climate model analysis are that: (1) it is increase in atmospheric CO2 (and the other minor non-condensing greenhouse gases) that control the greenhouse warming of the climate system; (2) water vapor and clouds are feedback effects that magnify the strength of the greenhouse effect due to the non-condensing greenhouse gases by about a factor of three; (3) the large heat capacity of the ocean and the rate of heat transport into the ocean sets the time scale for the climate system to approach energy balance equilibrium.

Sometimes semantics are important, and when untrained programmers implement complex systems based on feedback witout understanding the basis behind the semantics, results will always be suspect.