Positive Feedback Technique Research Articles

Motivating Adult Learners with Effective feedback

Although students are ultimately responsible for their own motivation, instructors can use techniques of goalsetting and clear, constructive negative and positive feedback to give learners an accurate sense of their own competence and to help stimulate them to reach their full potential. Many perfusion technology instructors fail to use these techniques effectively. Clinical objectives are devised in such a way to make it immediately clear whether the student’s performance measures up. The learner, the instructor or both can develop these job-oriented objectives. Some believe that feedback is the number one motivator of people. Negative and positive feedback techniques and ways to defuse defensiveness are discussed. Feedback should be objective, timely, accurate and based on first-hand data. Feedback should be focused on the behavior, not the person. “Gunnysacking,” “pimping” and other destructive feedback should be avoided because evidence suggests that it de-motivates adult learners. Any emotional response on the part of the instructor should be communicated in an “I message.” Feedback provided to students should deal with specific behaviors, not generalizations. Self-assessment and life-long learning skills can be fostered in learners by asking them to appraise their own performance and suggest ways they think such performance might be improved.

Automatic compensation of the IR drop in three-electrode systems by use of an electronic unit

The IR drop in three-electrode systems was automatically compensated by the use of an electronic unit, which was easily made up of an analogue multiplier and some electronic circuits. The present method is based on the positive feedback technique, which has often been used because of its simplicity and practical use. The potentiometer in the positive feedback circuit was replaced by the electronic unit. It was applied to the following electrode systems: (1) a Cd 2+ + DME in KNO 3 system and (2) a Cd 2+ + DME in nitrilotriacetic acid (NTA), acetate buffer and KNO 3 system. It achieved real-time and adaptive IR compensation, which was not influenced by the increase of the area of the DME at scan rates up to 1000 V s −1. The amplitude of the input voltage was 1.0 V peak-to-peak. It also has the advantage of simple operation which does not require any troublesome preadjustment of the initial values of the feedback circuit in the potentiostat.

An extremely low capacitance very low frequency RC active network

A multiamplifier RC active network is described which utilizes both low-pass positive feedback and Miller effect techniques to reduce the capacitance required for very low frequency operation. It is shown that the network, which has both low-pass and bandpass filter capabilities in addition to an oscillator mode, is primarily suitable for low to moderate Q factor applications.

Fourier Analysis of AC Polarography. Elimination of Non-Faradaic Effects and Determination of Kinetic Parameters for Cd(II)-Na2SO4 System

Abstract The on-line Fourier analysis of the AC polarographic current was found to give accurate results for electrode kinetics provided that the compensation of the iR drop and of the non-faradaic current was attained: The iR drop was compensated by a positive feedback technique. The charging current was cancelled by addition of a pseudo-charging current, inverse in phase to the former. Both the phase angles and amplitudes of the fundamental and second harmonic AC responses for the system of Pb(II) in 1M NaClO4 ([H+]=12 mM) agreed with theoretical prediction. As an illustration, the kinetic parameters of Cd(II)-1 n Na2SO4 system have been determined to be ks=(0.20±0.03) cm/s and α=0.30 (0.27<0.30<0.35) from the second harmonic AC polarogram.