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"A practical and irreverent guide to taking the sting out of feedback and reclaiming it as a motivating, empowering experience for everyone involved. Feedback: the mere mention of the word can make our blood pressure rise and our defenses go up. For many of us, it's a dirty word that we associate with bias, politics, resentment, and self-doubt. However, if we take a step back and think about its true intent, we realize that feedback needn't be a bad thing. After all, understanding how others experience us provides valuable opportunities to learn and grow. Authors M. Tamra Chandler and Laura Grealish explain how feedback got such a bad rap and how to recognize and minimize the negative physical and emotional responses that can erode trust and shut down communication. They offer a new and more ambitious definition of feedback, explore the roles we each play as Seeker, Extender, and Receiver, and introduce the three Fs of making feedback focused, fair, and frequent. You'll also find valuable exercises and strategies, along with real-world examples that illustrate how you can put these ideas into action and join in the movement to fix feedback, once and for all. When it's done right, feedback has been proven to be the most effective means of improving communication and performance for you and your organization. It's too important to give up, and with Chandler and Grealish's help, you'll be able to use it deftly, equitably, and effectively"--

Feedback (Psychology)

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Reflexionskompetenz kann als wichtige Voraussetzung für die Professionalisierung von Lehrkräften erachtet werden. Weder sind die Förderung noch der Einfluss von Reflexionskompetenz auf Unterrichtsplanungen im Fach Chemie ausreichend erforscht. Um diesem Desiderat zu begegnen, wurde ein universitäres Seminar konzipiert und evaluiert. Wesentliche Ziele waren die Untersuchung möglicher Fördermaßnahmen zur Ausbildung der Reflexionskompetenz sowie die Klärung des Zusammenhangs zur Entwicklung des Fachwissens, des fachdidaktischen Wissens und der Selbstwirksamkeitserwartung von Chemielehramtsstudierenden. Im Rahmen eines Pre-Post-Follow Up Kontrollgruppendesigns wurden Unterrichtskonzepte entwickelt und diese an drei Schülertagen erprobt. Im Anschluss wurden jeweils die Videos der Stunden schriftlich reflektiert. Die zwei Interventionsgruppen (mit/ohne ergänzendem externen Feedback) konnten ihre überarbeiteten Konzepte wiederholt erproben, während die Kontrollgruppe lediglich hospitierte. Die Entwicklung der Reflexionskompetenz wurde mithilfe eines Wissenstests und eines Kodiermanuals anhand der schriftlichen Unterrichtsreflexionen erfasst. Während die Reflexionskompetenz in beiden Interventionsgruppen signifikant gesteigert werden konnte, wurden Zusammenhänge mit dem fachdidaktischen Wissen und dem Lernerfolg der Schülerinnen und Schüler nur teilweise gefunden. Allgemein scheint die Fördermaßnahme Feedback einen eher geringen Einfluss auf die Ausbildung der Reflexionskompetenz im untersuchten Themenfeld zu haben.

Reflexionskompetenz --- Feedback --- Studierende --- Kodiermanual --- Chemie

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The book presents recent theoretical and practical information about the field of automation and control. It includes fifteen chapters that promote automation and control in practical applications in the following thematic areas: control theory, autonomous vehicles, mechatronics, digital image processing, electrical grids, artificial intelligence, and electric motor drives. The book also presents and discusses applications that improve the properties and performances of process control with examples and case studies obtained from real-world research in the field. Automation and Control is designed for specialists, engineers, professors, and students.

Control theory. --- Feedback control systems.

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Feedback control systems. --- Feedback mechanisms --- Feedback systems --- Automatic control --- Automation --- Discrete-time systems --- Adaptive control systems --- Feedforward control systems

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Rapid corrective actions, termed automatic postural responses, are essential to counter the destabilizing effect of mechanical perturbations during natural behaviors. Previous research has demonstrated that automatic postural responses of the limbs and body share a number of capabilities in adapting to the prevailing circumstances and these abilities reflect contributions from multiple supraspinal pathways, including brainstem nuclei, basal ganglia, and primary motor cortex. However, we do not know the context-dependent contribution from specific generators, whether different neural pathways have a common role across different effectors, and how sensory and central deficits in one pathway are accommodated by those remaining. Bridging these gaps is essential to integrate the diverse set of studies, develop general theories of motor control, and explicate how the nervous system addresses the partially distinct behavioral demands of co-evolved effector system. The considerable flexibility and multiple interacting pathways of automatic postural responses also make it ideal for understanding how powerful formal theories, like optimal feedback control, are achieved by a distributed hierarchical neural network.

feedback --- supraspinal --- posture --- neural control --- reflex