Sentences with phrase «with feedback models»

Not exact matches

Terranova gives the example of car manufacturers that need to marry proprietary engineering data with customer feedback in order to build accurate predictive models for vehicle maintenance problems.

After garnering feedback from more than 80 Kaplan executives and technology experts, and tinkering with their revenue models, design plans and presentation speeches for three months at Kaplan's New York City offices, the teams behind these disruptive education technology companies have learned their fair share of business lessons.

The company responded to complaints by meeting with Oakland activist group Neighbors for Racial Justice, and CEO Nirav Tolia said feedback from those meetings was incorporated into a new model for the site's crime and suspicious activity reporting feature.

In early 2013, he chose several versions of his working model — a mallet and stainless - steel jack, all with slightly different handles and teeth of various shapes and sizes — and traveled to California to get feedback from his target market of health - conscious consumers.

Recent estimates produced with models similar to JCT's have found the tax bills may increase the growth rate by 0.03 to 0.09 percentage points per year, producing as much as $ 200 billion of dynamic feedback.

Now we launch models as we design and validate them with the emphasis of getting the product in customer's hands for immediate sale and feedback.»

The AD will support the Camp Co-Directors in the supervision and mentoring of Head Counselors and Counselors by modeling good judgment with campers, giving feedback on implementation and professionalism, and supporting in any way necessary.

This feedback is combined with the properties of materials in nappies, such as elasticity and absorbency, to create computer models of new designs.

BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966

Now, researchers have used a galaxy simulation called FIRE (Feedback In Realistic Environments), developed at Northwestern University, Evanston, in Illinois, to model a submillimeter galaxy with as fine a resolution as they could achieve.

Titled «Modeling Sustainability: Population, Inequality, Consumption, and Bidirectional Coupling of the Earth and Human Systems,» the paper describes how the rapid growth in resource use, land - use change, emissions, and pollution has made humanity the dominant driver of change in most of the Earth's natural systems, and how these changes, in turn, have critical feedback effects on humans with costly and serious consequences, including on human health and well - being, economic growth and development, and even human migration and societal conflict.

«The model we developed and applied couples biospheric feedbacks from oceans, atmosphere, and land with human activities, such as fossil fuel emissions, agriculture, and land use, which eliminates important sources of uncertainty from projected climate outcomes,» said Thornton, leader of the Terrestrial Systems Modeling group in ORNL's Environmental Sciences Division and deputy director of ORNL's Climate Change Science Institute.

Professor Claude - André Faucher - Giguère and his research group, along with collaborators from the FIRE («Feedback In Realistic Environments») project, which he co-leads, had developed sophisticated numerical simulations that produced realistic 3 - D models of galaxies, following a galaxy's formation from just after the Big Bang to the present day.

The research proposes a new model of evolutionary games with a feedback loop in which changes to the resource — whether it be water supplies, pastureland, antibiotics, or vaccine use — change the incentives for people to take action in their own interests.

Now her interests encompass geoengineering, climate mitigation and model intercomparisons, with a focus on understanding the ever - complex interactions among biophysical and biogeochemical feedbacks.

Studies that point towards the lower end also rely on simple energy - balance models with constant feedbacks for all forcings — and forcing quantifications that are derived from various modeling exercises.

Basically we wanted to do the same thing at the system level, by characterizing what each cortical area does, and then hooking them together with the feedback in the model to try to understand top - down effects like attention.

One of these galaxies has a clear HI detection and is compatible with a formation model based on feedback - driven outflows.

«We used a mathematical model to show that positive feedback loops between fire frequency and savanna trees, alone or together with grasses, can stabilize ecological communities in a savanna state, blocking conversion of savannas to forest,» said the study's leading author Brian Beckage, associate professor in the Department of Plant Biology at the University of Vermont.

does fit the temperature trend to an acceptable level, if one should reduce the sensitivity for CO2 / aerosols far enough... Current models also can reproduce other transitions (LGM - Holocene) with a reasonable accuracy, but this is mainly in periods where there is a huge overlap between temperature (as initiator) and CO2 / CH4 levels (as feedback).

-- 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 adaptmodels 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 adaptModels 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 adaptation.

Stowasser, M., K. Hamilton, and G.J. Boer, 2006: Local and global climate feedbacks in models with differing climate sensitivity.

Govindasamy, B., et al., 2005: Increase of the carbon cycle feedback with climate sensitivity: results from a coupled and carbon climate and carbon cycle model.

Peters, M.E., and C.S. Bretherton, 2005: A simplified model of the Walker circulation with an interactive ocean mixed layer and cloud - radiative feedbacks.

In contrast to this observational approach, Schmittner (as well as a number of other papers, like reference # 4 in this post) take advantage of both models and observations, and try to use the observations to constrain which feedback parameters in the model are consistent (e.g., an overly sensitive model with the same forcings as another model will produce too big of a temperature change than observations allow).

[Response: I agree that there are serious problems with the representation of atmospheric feedbacks in the model, but the lack of a fourth - power dependence in infrared emission vs T is not the key one them.

For example, if someone publishes a paper with a simplified model that assumes no feedbacks giving a mean ECS at 1.2 K, this will not push the combined estimate downwards (regardless of what will be written on the «skeptic» blogs...).

While the small changes in lineage transcription observed in our data set would be consistent with a stochastic model, the ES cell model described in Figure 9 would require both cross-repression and additional positive feedback loops to drive these random changes in gene expression down multiple distinct routes.

Nearly every paper that I have seen recently that has indicated a meaningful change in rate for a variable related to warming has suggested that, if anything, average model sensitivity may be too low, with positive feedbacks underestimated.

I think that the model they are taking recently, to coach and collaborate with 3rd parties to let them do their game but give them positive feedback to improve gameplay, is good for both Nintendo and those third parties.

Principals should model their own use of digital learning tools to personalize their work with individual teachers, whether through providing feedback immediately after a walk through (a quick email focused on a particular area) or by utilizing data to help a teacher better identify professional learning experiences that may support their growth and goals.

The Brain - Targeted Teaching Model, developed by Hardiman, organizes key educational theories into a single framework, combining neuroscience research with teachers» and students» feedback.

The narrative feedback model provides students with individual feedback personalized to their own learning needs.

The combination of modeling, brainstorming, and my feedback provides students with a wide range of possibilities and clear visions for success.

Self - advocacy involves giving honest feedback, and this is something we can model by ensuring that the feedback we offer is with diplomacy and a balance of both positive and negative input.

Also, youth benefit by developing positive relationships with the program's staff, who in turn model good behavior, actively promote student mastery of skills or concepts in activities, listen attentively, provide feedback and guidance, and establish clear expectations for mature, respectful interactions with peers.

The problem I struggled with so much in a traditional model, as described above, is that no matter how good and detailed my storyboard was, no matter how thorough my facilitator guide scripted out the course, it was not until the testing - the ability to get in there and «see it action» - that I got the type of feedback I really needed.

I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students» learning; or of the increasing use of blended learning models in teachers» training, in which online lectures are combined with individualized expert support and feedback from peers.

If you want to help your students develop a growth mindset — the belief that they can improve their abilities through effort — helping them become more comfortable with risk - taking and modeling critical feedback through critique journals are two of NMSA's strategies that you can adapt to your own practice.

She has also transformed the current model of teacher evaluations to better align performance feedback with tenure.

Teachers deserve access to scaffolded development on the job — with modeling, coaching, practice, and feedback — not just once in a while, but day in and day out.

Learning Sciences International supports states and districts with exclusive implementation and redevelopment services on Dr. Marzano's Causal Evaluation Model including training evaluators with high degrees of observer accuracy and inter-rater reliability and offering the iObservation companion data system for data collection, classroom observation, professional development, feedback to teachers, and final evaluation.

The school district chose The Art and Science of Teaching by educational researcher Dr. Robert Marzano as its evaluation model, feeling that, as part of a fair and consistent evaluation process with specific feedback to improve skills, this provides the most feedback for teachers on effective instructional practices and outlining specific, high probability teaching strategies shown to lead to higher student achievement when implemented correctly.

CT3 is redefining the nature of transformative professional development with our unique training model that delivers feedback at the point of instruction, Real Time Teacher Coaching, and with our research - validated method for classroom management, the No - Nonsense Nurturer approach.

Intervisitations offered schools low - risk ways to see other personalized learning schools in action, enrich their own evolving personalized learning models, build relationships with other educators engaged in innovation, and offer feedback to hosting schools.

From Westfield, Mandelblatt said the Advanced Placement tests were a good model where students are taught over the course of the year specific knowledge and skills tested on the exam, with constant feedback from their teacher.

Here's a look at how Kirkpatrick model can be used as a structure for providing learners with feedback about their performance:

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Their purpose is to provide direct instructional support to assigned teachers through classroom observation and feedback, data collection, model teaching, and coaching with the goal of teacher performance improvement.

Professional development models associated with gains in student learning frequently provide built - in time for teachers to think about, receive input on, and make changes to their practice by providing intentional time for feedback and / or reflection.