There exists strong evidence supporting the co-evolution of central supermassive black holes and their host galaxies; however it is still under debate how such a relation comes about and whether it is relevant for all or only a subset of galaxies. An important mechanism connecting AGN to their host galaxies is AGN feedback, potentially heating up or even expelling gas from galaxies. AGN feedback may hence be responsible for the eventual quenching of star formation and halting of galaxy growth. A rich multi- wavelength dataset ranging from the X-ray regime (Chandra), to far-IR (Herschel), and radio (WSRT) is available for the North Ecliptic Pole field, most notably surveyed by the AKARI infrared space telescope, covering a total area on the sky of 5.4 sq. degrees. We investigate the star formation properties and possible signatures of radio feedback mechanisms in the host galaxies of 237 radio sources below redshift z = 2 and at a radio 1.4 GHz ux density limit of 0.1 mJy. Using broadband SED modelling, the nuclear and host galaxy components of these sources are studied simultaneously as a function of their radio luminosity. Here we present results concerning the AGN content of the radio sources in this eld, while also offering evidence showcasing a link between AGN activity and host galaxy star formation. In particular, we show results supporting a maintenance type of feedback from powerful radio-jets.

The role of oral corrective feedback (CF) in second language (L2) learning has been extensively investigated. However, little attention has been given to the relationship between different types of CF and explicit/implicit L2 knowledge. For this reason, the present study explored the effects of recasts and metalinguistic feedback on the development of explicit and implicit knowledge of the English articles. Sixty-three university students enrolled in intermediate Communication English classes participated, and they were assigned into a metalinguistic group, a recast group, and a control group. While the students engaged in meaning-based activities (i.e., retelling stories), the feedback groups received respective CF on the errors of English articles and the control group did not receive any feedback. Untimed grammatical judgement tests were employed to measure the students’ improvement of explicit knowledge and elicitation oral imitation tests were used to examine their gains of implicit knowledge. The study found that both recasts and metalinguistic feedback equally facilitated the development of explicit knowledge over time. However, they were not as effective as in the improvement of implicit knowledge, showing a short-term effect on the development.

This study examines whether revision mediates the effects of its preceding written corrective feedback (CF) in developing second language (L2) knowledge. For this purpose, effects of direct CF and three sub-types of metalinguistic CF with and without revision were compared in the quasi-experiment with 197 EFL university students. They formed 9 groups (i.e., 4 revision groups, 4 non-revision groups, and 1 control group) and completed 4 dictogloss writings. Written CF and revision were implemented after the first two writings. English articles were the target structure for the written CF. The first, third and fourth writings were measured for the accuracy of article use as the pre-test, the immediate post-test and the delayed post-test, respectively. The results reveal that revision did not affect the efficacy of direct CF while it enhanced that of metalinguistic CF to varying degrees with its subtypes. These findings indicate that, if revision is conducted following written CF with particular metalinguistic information, it may facilitate learning new L2 knowledge beyond manifesting existing L2 knowledge.

본 연구는 심리적 임파워먼트가 LMX와 조직몰입의 관계를 매개하는지, 그리고 육성적 피드백이 심리 적 임파워먼트의 매개효과를 조절하는지 밝히는 것을 목적으로 한다. 연구에 사용된 표본은 수도권에 소 재한 6개 대기업에 근무하는 327명의 직원이었으며, 이들로부터 수집한 자료를 분석한 결과는 다음과 같 다. 첫째, LMX는 심리적 임파워먼트와 조직몰입에 유의한 정(+)의 영향을 미쳤다. 둘째, 심리적 임파워먼 트는 조직몰입에 유의한 정(+)의 영향을 미쳤으며, LMX와 조직몰입 간의 관계를 부분 매개하였다. 셋째, 육성적 피드백의 수준이 높아질수록 LMX가 심리적 임파워먼트에 미치는 정(+)의 영향이 강화되었다. 넷 째, 육성적 피드백의 수준이 높아질수록 LMX와 조직몰입 간의 관계에 대한 심리적 임파워먼트의 매개효과가 강화되었다. 본 연구 결과는 조직 구성원의 조직몰입 수준을 향상하기 위해서는 LMX를 관리하는 동시에 육성적 피드백을 높은 수준으로 제공함으로써 조직 구성원이 경험하는 심리적 임파워먼트를 증진 하는 것이 중요하다는 것을 시사한다.

Background: Recently, there has been an emphasis on the use of interventions with biofeedback information for the maintenance or correction of posture. Objects: This study assessed the change of trunk posture and trunk muscle activation when people exhibiting postural kyphosis performed visual display terminal work with or without a contact feedback device (CFD). Methods: Eighteen right-handed individuals were recruited. Thoracic angle and right thoracic erector spinae (TES) muscle amplitude were analyzed. There were two sessions in these experiments. The control session involved 16 minutes of typing without a CFD, and the CFD session involved 16 minutes of typing with a CFD. The visual analog scale score was analyzed with a paired t-test, and the kinematic and electromyography data were analyzed through two-way repeated analysis of variance. Results: The paired t-tests revealed that subjects had significantly less pain after the CFD sessions than after the control sessions (p<.05). Significant main effects by session and by time were observed in the thoracic kyphosis angle (p<.05). There was a significant session×time interaction for TES amplitude (p<.05), along with significant main effects by session and by time (p<.05). Conclusion: The CFD caused people with postural kyphosis to straighten and to activate their TES continuously, even though they were habituated to bend their bodies forward. Therefore, the CFD was a beneficial treatment tool

Background: The toe-spread-out (TSO) exercise has been introduced as a strengthening exercise for the abductor hallucis muscle in subjects with hallux valgus. Visual biofeedback using ultrasound imaging during exercise, may increase the ability to selectively contract the abductor hallucis muscle, compared with exercise alone. Objects: The aim of this study was to investigate the effects of ultrasound imaging visual feedback during the TSO exercise with respect to its influence on the angle of the first metatarsophalangeal joint (1st MPJ) and the cross-sectional area (CSA) of the abductor hallucis muscle in subjects with hallux valgus. Methods: Twenty-five healthy young subjects with a mean average age of 22.5 years, and a standard deviation of 2.3 years, were recruited for this study. Hallux valgus was defined as an angles greater than 15° angle of 1st MPJ. Goniometric measurement was used to determine the angle of 1st MPJ. In addition, an ultrasound system was used to collect the CSA of the abductor hallucis muscle in each foot. The angle of the 1st MPJ and CSA of the abductor hallucis were measured in three positions; the resting position, during TSO exercise, and during TSO exercise in conjunction with real-time ultrasound imaging feedback. All data analyzed using a repeated analysis of variance with Bonferroni correction in order to compare the dependent variables in all three positions. Statistical level of significance was set up as p<.05. Results: The angle of the 1st MPJ was noted to be significantly reduced and the CSA of the abductor hallucis to be significantly greater during TSO exercise used in conjunction with ultrasound imaging visual feedback, compared to when the values were recorded during TSO exercise alone (p<.05). Conclusion: Based on these findings, it can be concluded that the application of ultrasound imaging visual feedback during TSO exercise is more effective in contracting selectively the abductor hallucis than the use of exercise alone.

가속도를 계측하여 부상력을 제어하는 것은 가장 기본적인 자기부상열차의 부상공극 제어기법이다. 이에 이 연구에서는 가속도 되먹임에 기반한 부상공극제어기법을 자기부상열차에 적용하고, 이를 고려한 자기부상열차-가이드웨이 상호작용계의 동적거동 해석기법을 개발한다. 개발된 해석기법을 사용하여 실제 자기부상열차-가이드웨이 상호작용계의 동적해석을 수행하였다. 해석 결과를 통해 가속도 되먹임에 기반한 부상공극제어기법을 적용하여도 현재까지 제안된 자기부상열차 설계 기준을 충분히 만족함을 확인하였다. 즉, 현재 제안된 자기부상열차 가이드웨이 구조물의 설계 기준을 보완하여 안전하면서도 경제적인 구조물의 건설이 가능해질 것으로 예상된다.

This study compares native English teachers (NETs) and non-native English teachers (NNETs) in their perceptions of errors as well as their actual feedback. Studies comparing NETs and NNETs have focused on actual feedback practice (Green & Hecht, 1985; T. Kobayashi, 1992), with very few studies relating this feedback to their actual perceptions of error correction (Hyland & Anan, 2006; Kim, 2007). In order to better understand this phenomenon, 26 NETs and 24 NNETs completed a questionnaire and provided feedback on a sample academic essay. The results reveal that while both groups showed differing degrees of perceptions, they did not significantly differ from each other in actual feedback, except that NETs preferred coded feedback than NNETs by explaining errors. This study implies that NNETs are as reliable as NETs in correcting errors, but that they differ in how they give feedback.

We have conducted a near-infrared monitoring campaign at the UK InfraRed Telescope (UKIRT), of the Local Group galaxy M33. The main aim was to identify stars in the very nal stage of their evolution, and for which the luminosity is more directly related to the birth mass than the more numerous less-evolved giant stars that continue to increase in luminosity. The pulsating giant stars (AGB and red supergiants) are identified and their distributions are used to derive the star formation rate as a function of age. These stars are also important dust factories; we measure their dust production rates from a combination of our data with Spitzer Space Telescope mid-IR photometry. The mass-loss rates are seen to increase with increasing strength of pulsation and with increasing bolometric luminosity. Low-mass stars lose most of their mass through stellar winds, but even super-AGB stars and red superginats lose ~40% of their mass via a dusty stellar wind. We construct a 2-D map of the mass-return rate, showing a radial decline but also local enhancements due to agglomerations of massive stars. By comparing the current star formation rate with total mass input to the ISM, we conclude that the star formation in the central regions of M33 can only be sustained if gas is accreted from further out in the disc or from circum-galactic regions.

Task-based language instruction has been increasingly promoted in second language (L2) classrooms under the assumption that it can provide an ultimate condition for L2 learning when combined with form-focused interventions such as teacher corrective feedback (CF). The present research investigated the amount, type, and learner uptake of teacher CF in relation to the following task-related variables: (1) task vs. nontask work, (2) focused vs. unfocused tasks, and (3) open vs. closed tasks. Data were collected from 8 intermediate adult EFL classrooms. It was found that the amount of teacher CF provided during tasks versus nontasks and focused versus unfocused tasks was not significantly different. However, the teachers used different strategies depending on the focus of tasks. The study did not relate the matter of open versus closed tasks to the amount and types of teacher CF. When considering learner uptake, the study found that the teachers tended to offer more uptake opportunities during relatively form-oriented activities, and the learners’ uptake was more successful when they were working in relatively form-oriented activities compared to the cases where they were in meaning-based activities. Learner uptake was not associated with whether or not tasks were open and closed.

우리가 정보를 수집하고, 서로 상호작용하고, 우리의 정체성을 만들어 가는 방식은 점점 현재 인터넷상의 많은 사이트에서 사용되는 개인전용화 알고리듬에 의해 형성되고 있다. 개인전용화 알고리듬은 우리 자신의 관심사를 우리에게 공급해 줌으로서 각각의 개인에게 가장 연관되는 정보를 제공해 준다는 것이 개인전용화 알고리듬이 가진 문제이다. 이것이 만드는 피드백 루프는 개인의 정체성에 중요한 영향을 미칠 뿐 아니라, 개인과 집단 간의 관계에도 영향을 준다. 본 논문은 톰슨 앤 크레이그헤드(Thomson & Craighead), 라파엘 로자노-헤머(Rafael Lozano-Hemmer), 마닉스 드 나이스(Marnix de Nijs), 다니엘 로진(Daniel Rozin) 의 예술작품을 살펴보고 알고리듬 피드백 루프가 개인적, 집단적 행동, 자아에 대한 이미지와 세계관, 그리고 집단 정체성에 미치는 영향을 분석한다. 궁극적으로 본 논문은 순환적인 과정의 구조와 특성을 재구성함으로써 개발될 수 대안들을 모색하고자 한다.

The aim of this research was to investigate how the effects of body supported treadmill training with visual feedback affect the gait factors of stroke patients. Thirty subjects (21 male, 9 female) with a diagnosis of stroke were taken to the hospital to participate in this study. The subjects received body supported treadmill training with visual feedback. The training was executed for 6 minutes, 3 times a day per week for 19 weeks after general exercise. The effects of the visual feedback in the body supported treadmill training were evaluated by measuring the average gait cycle and the average step length of the affected and unaffected. The collected data were statistically analyzed by using a paired t-test. The results of this study were a significant improvement of the average gait cycle and no statistically significant difference of the average step length. The gait cycle average had a statistically significant difference in gender, age, etiology, paretic side, and step length average. There was no statistically significant difference in infarction within etiology. Therefore, it was necessary to apply the easy and simple with the treadmill training in the rehabilitation of the stroke patients. This study will require a variety of outcome measures related to the effects of treadmill training with gait factors.

Nascent research into computer-mediated feedback has demonstrated its potential effectiveness for providing extensive and detailed feedback. However, a dearth of research exists on international doctoral students’ perceptions of online feedback. Thus, our exploratory qualitative study reported in this article investigated the use of Voice over Internet Protocol (VoIP) (e.g., Skype) software to provide feedback on academic writing to international doctoral students in a TESOL Education program at a large urban university in the US. Each student participated in six feedback sessions in which they engaged in think-aloud while reacting to feedback on their academic writing presented through several online modes. The think-aloud sessions were followed by semi-structured interviews. The themes of negotiated feedback and micro-mentoring emerged when the use of online communication technologies allowed the feedback process to become more bi-directional. Based on our findings, we concluded that VoIPenabled feedback had the potential to facilitate the scaffolding of academic writing development of international graduate students.

This study examined how Chinese college students react to their writing teachers’ corrective feedback (CF). A total of 1,077 students completed a survey questionnaire consisting of two parts: participants’ general information and their reactions to teachers’ CF. It was found that students had positive feelings towards CF, and that they gave the most attention to the problems at the micro-level. They believed that teacher CF could help them greatly with revision in organization, vocabulary, and grammar, but that it was not so helpful with problems in content. Failure to comprehend or make corrections based on their teacher CF was reported. In such cases, some students tended to employ very limited strategies, or they responded to CF in a passive manner. Accordingly, it is suggested that further qualitative research also be conducted to obtain a fuller and finer picture of students’ reactions to their teacher’s CF on their writings.

This study examines what role English writing instructors need to play in peer revision activities. Students participating in the study were asked to go through multiple draft writing process in which they wrote three drafts on each writing assignment and review their peers’ essays in both a written comment sheet and an oral discussion. Overall, the results show that the peer comments played little role in improving the students’ essays from the first to second drafts. However, great improvement is observed from the second to final drafts. Specifically, little effect of the feedback on the improvement of non-linguistic features of the essays is identified. Regarding the linguistic features, improvement was made from the second to final drafts. However, it is achieved by both the peer and teacher comments. Therefore, it is concluded in the study that the teacher comments played a role in helping the students produce the linguistically improved final drafts. The study recommends the instructor’s explicit, detailed feedback to the errors caused from students’ insufficient writing and English competence.

Recognizing the importance of output and noticing in the second language acquisition, the present study investigated whether model writings and noticing-triggering activities can serve as one form of written feedback to learners’ writing. Particularly, it was interested in whether two different noticing-triggering activities would have different effects on learners’ noticing and incorporation in immediate and delayed revisions. To this end, 93 university students in three English composition classes in Busan were asked to take part in four-staged picture-cued narrative writing task (i.e., drafting, comparison, immediate revision, and delayed revision). The three classes engaged in different activities (i.e., note-taking, underlining, or reading) while they were comparing their own writing and the given models. The results indicated that models as written feedback have led learners to notice linguistic forms that they have previously found problematic or have not thought of as problematic. Furthermore, the note-taking activity in the comparison stage seemed to help learners better incorporate the linguistic forms included in the subsequent input.