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We present a new model for stellar feedback in the hydrodynamics code RAMSES. This model, called the superbubble model, represents many temporally and spatially-clustered supernova events combining to form a single large bubble. It avoids the overcooling problem by splitting the gas into two distinct phases with their own temperatures and densities. It features conduction and a sub-grid implementation of evaporation in order to facilitate mass-loading of the bubble's interior. We find that this model produces bubbles 40% larger, and preserves four times as much of the supernovae energy, compared to the default RAMSES case. These results are similar to those obtained in earlier work in the Gasoline code by Keller et al (2014), and demonstrate that the superbubble model is an effective way of generating the feedback necessary to simulate galaxies without relying on any free parameters or ad hoc adjustments. / Thesis / Master of Science (MSc)

The purpose of this study was to ascertain what has been written about feedback in Distance Education: An International Journal. Distance education has been dramatically developed in domestic and international education. It is a kind of education that concentrates on teaching methods and technologies, intending to deliver teaching to students who are not physically present in the traditional education setting such as the classroom. In distance education, students have fewer chances to get immediate responses from their teachers. Hence, in order to make sure that students have really learned and made progress, students and instructors should interact or communicate with each other frequently. The definition of feedback is that it is a reinforcer information given by different kinds of sources to help feedback receivers to make progress. Feedback serves as a useful learning tool with which to interact and communicate. In many cases, feedback may be the only learning communication between students and teacher in distance education courses. Content analysis methodology had been chosen for this research project in order to get a systematic and deep understanding of feedback in distance education. A coding form was utilized to support the objective observation. Predetermined themes were used to categorize the articles from the Distance Education: An International Journal. Six hundred and twenty peer reviewed articles were searched, and three hundred and fifty eight articles include the term feedback. The researcher read all these three hundred and fifty eight articles. One hundred and twenty four articles were about sources, sixty-two were about types of feedback, fifty-seven were about technology, and nineteen of them were about quality. There were also some other kinds of topics appeared in the articles of this journal. In order to make the analysis much more clear, the researcher categorized topics into four specific themes: feedback types, feedback providers, ways to deliver feedback and feedback quality. Results and discussion were provided. / Ph. D.

Feedback contextualized to curriculum content and misconceptions is a crucial piece in any learning experience. However, looking through student code and giving feedback requires more time and resources than an instructor typically has available, delaying feedback delivery. Intelligent Tutors for teaching Programming (ITPs) are designed to immediately deliver contextualized feedback of high quality to several students. However, they take significant effort and expertise to develop courses and practice problems, making them difficult to adapt to new situations. Because of this, the most frequently used feedback techniques for immediate feedback systems focus on highlighting incorrect output or pointing out errors in student code. These systems allow for quick development of practice problems and are easily adaptable to new contexts, however, the feedback isn't contextualized to curriculum content and misconceptions. This dissertation explores the implications of the Misconception-Driven Student Model (MDSM) as a model for developing alternatives to the aforementioned methods. I explore the implications and impact of MDSM with relation to feedback through the following thesis: Authoring feedback using a cognitive student model supports student learning of programming. In this dissertation I review relevant cognitive theory and feedback systems and two quasi-experimental studies examining the efficacy of MDSM. / Doctor of Philosophy / Feedback contextualized to curriculum content and misconceptions is a crucial piece in any learning experience. However, looking through student code and giving feedback requires more time and resources than an instructor typically has available, delaying feedback delivery. Intelligent Tutors for teaching Programming (ITPs) are designed to immediately deliver contextualized feedback of high quality to several students. However, they take significant effort and expertise to develop courses and practice problems, making them difficult to adapt to new situations. Because of this, the most frequently used feedback techniques for immediate feedback systems focus on highlighting incorrect output or pointing out errors in student code. These systems allow for quick development of practice problems and are easily adaptable to new contexts, however, the feedback isn't contextualized to curriculum content and misconceptions. This dissertation explores the implications of the Misconception-Driven Student Model (MDSM) as a model for developing alternatives to the aforementioned methods. I explore the implications and impact of MDSM with relation to feedback through the following thesis: Authoring feedback using a cognitive student model supports student learning of programming. In this dissertation I review relevant cognitive theory and feedback systems and two quasi-experimental studies examining the efficacy of MDSM.

The goal of this paper is to explain the mathematics involved in modeling biochemical oscillations. We first discuss several important biochemical concepts fundamental to the construction of descriptive mathematical models. We review the basic theory of differential equations and stability analysis as it relates to two-variable models exhibiting oscillatory behavior. The importance of the Hopf Bifurcation will be discussed in detail for the central role it plays in limit cycle behavior and instability. Once we have exposed the necessary mathematical framework, we consider several specific models of biochemical oscillators in three or more variables. This will include a detailed analysis of Goodwin's equations and their modification first studied by Painter. Additionally, we consider the consequences of introducing both distributed and discrete time delay into Goodwin's model. We will show that the presence of distributed time lag modifies Goodwin's model in no significant way. The final section of the paper will discuss discrete time lag in the context of a minimal model of the circadian rhythm. In the main, this paper will address mathematical, as opposed to biochemical, issues. Nevertheless, the significance of the mathematics to the biochemistry will be considered throughout. / Master of Science

No / This three year study investigates how undergraduate students engage with topic-based formative feedback on e-assessments consisting of multiple choice and extended matching questions. After submitting the assessment, the student does not receive directive feedback on individual questions, but instead they are shown diagnostic facilitative feedback on the different subject topic areas covered in the test. The study looks into student engagement with this type of topic-based feedback: engagement is measured in terms of time commitment, number of questions answered, and the distribution of timing of the student effort. Through quantitative analysis of three years of student data, the paper explores whether there is evidence of different engagement patterns between the stronger and weaker students, as measured by performance on the subsequent summative module examination. The paper concludes that there is evidence that the more successful students did engage with the formative assessments significantly more than the mid-ranking students, and the least successful students engaged least of all. Qualitative questionnaire data also indicate positive student attitudes towards this kind of feedback and suggest that the feedback is mostly used to evaluate the revision process.

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Yes / Evidence indicates that post − stroke rehabilitation improves function, independence and quality of life. A key aspect of rehabilitation is the provision of appropriate information and feedback to the learner. Advances in information and communications technology (ICT) have allowed for the development of various systems to complement stroke rehabilitation that could be used in the home setting. These systems may increase the provision of rehabilitation a stroke survivor receives and carries out, as well as providing a learning platform that facilitates long-term self-managed rehabilitation and behaviour change. This paper describes the application of an innovative evaluative methodology to explore the utilisation of feedback for post-stroke upper-limb rehabilitation in the home. Methods: Using the principles of realistic evaluation, this study aimed to test and refine intervention theories by exploring the complex interactions of contexts, mechanisms and outcomes that arise from technology deployment in the home. Methods included focus groups followed by multi-method case studies (n = 5) before, during and after the use of computer-based equipment. Data were analysed in relation to the context-mechanism-outcome hypotheses case by case. This was followed by a synthesis of the findings to answer the question, ‘what works for whom and in what circumstances and respects?’ Results: Data analysis reveals that to achieve desired outcomes through the use of ICT, key elements of computer feedback, such as accuracy, measurability, rewarding feedback, adaptability, and knowledge of results feedback, are required to trigger the theory-driven mechanisms underpinning the intervention. In addition, the pre-existing context and the personal and environmental contexts, such as previous experience of service delivery, personal goals, trust in the technology, and social circumstances may also enable or constrain the underpinning theory-driven mechanisms. Conclusions: Findings suggest that the theory-driven mechanisms underpinning the utilisation of feedback from computer-based technology for home-based upper-limb post-stroke rehabilitation are dependent on key elements of computer feedback and the personal and environmental context. The identification of these elements may therefore inform the development of technology; therapy education and the subsequent adoption of technology and a self-management paradigm; long-term self-managed rehabilitation; and importantly, improvements in the physical and psychosocial aspects of recovery. / This paper is part of the SMART programme of research funded by Engineering and Physical Sciences Research Council (EPSRC).

With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can have serious negative effects in the workplace. The aim of this paper is to investigate the efficacy of different methods of corrective feedback (CF) aimed at improving grammatical accuracy in student writing. Eight studies were selected, looking at different methods of CF. The results showed that CF is indeed effective, but that many factors such as language proficiency, previous experience, scope of CF and error type influence the outcome of the CF. The implications of this are very relevant to the English classroom in Sweden as the classroom is not homogenous and teachers must take care to become aware of each student’s individual needs, prior knowledge and preferences in order to maximize the effectiveness of the CF. Future research could explore the effects of Dynamic CF and peer-reviewing, providing students with many opportunities to write and revise short texts while simultaneously actively engaging with language form.