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Exploring the physicochemical and microbiological properties of glutinous rice (Tapai pulut) fermented using Lactobacillus plantarum: A comprehensive characterization using 1H NMR

This study aimed to investigate the potential of producing lacto-fermented glutinous rice (Tapai pulut) to improve its physicochemical properties, metabolite compounds, and antibacterial activity of the end product. Glutinous rice was fermented with Amylomyces rouxii, and Lactobacillus plantarum 1 at 30 °C for 48 h. Lacto-fermented glutinous rice had significantly lower pH values and higher total lactic acid, soluble solid, glucose, and organic acid contents. The 1H NMR metabolomics profile revealed the presence of alcohols (7.67 mmol/L), sugars (208.16 mmol/L), organic acids (0.91 mmol/L) and amino acids (15.74 mmol/L), contributing to its antimicrobial activities and flavor profile. The lacto-fermented glutinous rice exhibited strong antibacterial activity against Bacillus cereus (18.20 mm), Staphylococcus aureus (18.92 mm), Listeria monocytogenes (15.42 mm), Escherichia coli (15.85 mm), and Salmonella typhimurium (12.23 mm). Meanwhile, the viable count of lactic acid bacteria (LAB) in the lacto-fermented glutinous rice was 9.49 log10 CFU/g. Based on sensory evaluation and positive feedback from panelists, lacto-fermented glutinous rice emerges as a promising probiotic food with potential health benefits for consumers.

Experimental investigation of effects of ullage height on the burning rate and heat feedback in pool fires

Pool fire with varying ullage height is a common type of accident that occurs in industrial parks. This paper explores the ullage height effects on the burning rate and heat feedback in pool fires through the experimental and theoretical study. A series of experiments were conducted using heptane with four tray sizes and five ullage heights. The results show that, the burning rate initially decreases, then increases and finally decreases as the ullage height increases. These results are mainly dependent on the change of internal flame behavior and thus heat feedback mechanisms with increasing ullage height. In the small ullage height conditions, the convective heat feedback reduces substantially whereas the radiative one rises slightly. When the ullage height reaches to a certain value, the convective heat feedback suddenly increases because of the flame inside the tray. The radiative heat feedback decreases gradually as the ullage height increase continually, while the convective one becomes nearly constant. Based on these results, three regimes are identified in terms of the burning rate variation with heat feedback: (1) convection controlled, (2) convection-radiation controlled and (3) radiation controlled. The new controlling mechanism of the burning rate variation (with ullage height), as a further extension of the classic scaling model by Blinov and Khudyakov on the burning rate variation (with pool diameter), could lay a solid foundation for future studies of the other key parameters in tank fires.

The impact of real-time feedback on ventilation quality during out-of-hospital cardiac arrest: A before-and-after study

IntroductionVentilations are a critical component of cardiopulmonary resuscitation (CPR). There is conflicting evidence, however, on the most appropriate method of ventilation during cardiac arrest management. Recent evidence has suggested that regardless of the optimal ventilation strategy, ventilations are often not delivered compliant with guideline recommendations. Recent technological advancements have allowed for accurate measurement and real-time feedback of ventilation rate and volume during resuscitation. Simulation studies have found significant improvements in ventilations with the use of real-time feedback during simulated cardiac arrest. The use of feedback has not been studied in clinical practice.The objective of this study was to determine whether the use of real-time feedback improves compliance with pre-defined targets for ventilation rate and volume during out-of-hospital cardiac resuscitation. MethodsThis was a before-and-after study with four paramedic services in Ontario, Canada. We enrolled adult, out-of-hospital cardiac arrest (OHCA) patients where the ZOLL Accuvent® device was utilized to measure ventilation rate and volume. In the before phase (without feedback), the Accuvent® was used to measure ventilations, however, providers were blinded to the real-time feedback. In the after phase (with feedback), the feedback dashboard was activated and providers used the real-time feedback to guide their ventilations. All other aspects of resuscitation remained consistent throughout the study. The main objective of the study was to compare the proportion of each case that was compliant with pre-defined ventilation targets with real-time feedback and without real-time feedback. We also examined the use of advanced airways on ventilation quality and examined for associations between ventilation parameters and return of circulation. ResultsWe enrolled 412 patients in the study (191 in the before phase without feedback and 221 in the after phase with feedback). Overall, we found significant improvements in both ventilation rate and volume in the after phase (with real-time feedback) compared to the before phase (without real-time feedback). We did not find any differences in ventilation compliance with or without advanced airways, or intra-arrest or post-cardiac arrest. ConclusionThe use of real-time feedback was associated with an increased proportion of ventilations that were compliant with pre-defined targets during cardiac resuscitation. Further work is required to improve the use of real-time ventilation feedback, and to determine the impact of ventilations on patient outcomes.

How does peer feedback impact academic performance? An empirical investigation in an undergraduate business context

ABSTRACT This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) whether the act of generating or receiving high-quality peer feedback had a significant impact on student performance (grades) and (2) participants’ attitudes to peer feedback (pre and post-process). A mixed methods approach was adopted where the data gathered included draft and final assignment grades, content analysis and quality ratings of peer feedback and responses to student attitude and perception questionnaires. Results demonstrate that the quality of peer feedback generated has a statistically significant impact on students’ final grades. While the feedback received is often seen as the main benefit derived from the peer feedback process, this study provides empirical evidence that students who generated high quality feedback, were able to self-evaluate and enhance their own work which resulted in improved performance. Together with positive attitudes, this finding suggests that there is more scope to support and encourage students’ role as assessor in higher education. A limitation of the study is that it did not control for intrinsic motivation or innate academic ability.

Abutment Tooth Formation Simulator for Naked-Eye Stereoscopy

Virtual reality is considered to be useful in improving procedural skills in dental education, but systems using wearable devices such as head-mounted displays (HMDs) have many problems in terms of long-term use and hygiene, and the accuracy of stereoscopic viewing at close ranges is inadequate. We developed an abutment tooth formation simulator that utilizes a display (spatial reality display—SRD) to precisely reproduce 3D space with naked-eye stereoscopic viewing at close range. The purpose of this was to develop and validate the usefulness of an abutment tooth formation simulator using an SRD. A 3D-CG (three-dimensional computer graphics) dental model that can be cut in real time was output to the SRD, and an automatic quantitative scoring function was also implemented by comparing the cutting results with exemplars. Dentists in the department of fixed prosthodontics performed cutting operations on both a 2D display-based simulator and an SRD-based simulator and conducted a 5-point rating feedback survey. Compared to the simulator that used a 2D display, the measurements of the simulator using an SRD were significantly more accurate. The SRD-based abutment tooth formation simulator received a positive technical evaluation and high dentist satisfaction (4.37), suggesting its usefulness and raising expectations regarding its future application in dental education.

Impacts of Atlantic meridional overturning circulation weakening on Arctic amplification

Enhanced warming of the Arctic region relative to the rest of the globe, known as Arctic amplification, is caused by a variety of diverse factors, many of which are influenced by the Atlantic meridional overturning circulation (AMOC). Here, we quantify the role of AMOC changes in Arctic amplification throughout the twenty-first century by comparing two suites of climate model simulations under the same climate change scenario but with two different AMOC states: one with a weakened AMOC and another with a steady AMOC. We find that a weakened AMOC can reduce annual mean Arctic warming by 2 °C by the end of the century. A primary contributor to this reduction in warming is surface albedo feedback, related to a smaller sea ice loss due to AMOC slowdown. Another major contributor is the changes in ocean heat uptake. The weakened AMOC and its associated anomalous ocean heat transport divergence lead to increased ocean heat uptake and surface cooling. These two factors are inextricably linked on seasonal timescales, and their relative importance for Arctic amplification can vary by season. The weakened AMOC can also abate Arctic warming via lapse rate feedback, creating marked cooling from the surface to lower-to-mid troposphere while resulting in relatively weaker cooling in the upper troposphere. Additionally, the weakened AMOC increases the low-level cloud fraction over the North Atlantic warming hole, causing significant cooling there via shortwave (sw) cloud feedback despite the overall effect of sw cloud feedback being a slight warming of the average temperature over the Arctic.

Learning geographical information systems through first principles of instruction – effects on student experiences and geocapabilities

ABSTRACT The development of geocapabilities has been a concern in geographical education, and the application of geospatial technologies such as geographical information systems (GIS) has been popularized in both geography and non-geography courses. However, there are still gaps in how GIS courses could be designed to promote students’ geocapabilities. In order to facilitate GIS teaching and learning rooted in educational theory, we designed a course on story maps based on the First Principles of Instruction. We examine students’ perceptions of learning experiences and geocapabilities through two rounds of course delivery and student survey. According to student feedback and instructor ratings, the designed course activities supported their learning of subject content and developed both of their geography-related and general skills. However, the objective for the development of geocapabilities was found to be too broad or vague for students. We discuss the application of First Principles of Instruction, the relevance of considering geocapabilities, and the implication of the study findings for GIS pedagogy.

Comprehensive Evaluation of Digital Teaching Competencies of Vocational College Educators: A Comparative Study

This paper provides a comprehensive overview of the current status, key factors, and future trends in the evaluation of digital teaching competencies among vocational college educators, both domestically and internationally. In China, vocational colleges have markedly enhanced teachers' digital teaching capabilities through various evaluation methods, including self-evaluation, peer evaluation, and student feedback, integrated with diverse teaching activities such as classroom observations, lesson plan evaluations, and digital resource production. However, challenges remain in the evaluation system, particularly in balancing technical assessments with innovations in teaching and student interaction. Internationally, regions such as the United States, the European Union, and Russia have developed robust evaluation systems that emphasize the deep integration of technology with pedagogical practices, digital literacy, and interdisciplinary competencies. These systems offer clear evaluation criteria, scientific methodologies, and diverse approaches, providing valuable insights for China's educational framework. Moving forward, the evaluation of digital teaching competencies in vocational colleges is expected to become more detailed and multi-faceted, with a heightened focus on media resource design and the integration of school-industry partnerships to advance teaching practices and professional development.

A Review of Comprehensive Post-Occupancy Evaluation Feedback on Occupant-Centric Thermal Comfort and Building Energy Efficiency

A Review of Comprehensive Post-Occupancy Evaluation Feedback on Occupant-Centric Thermal Comfort and Building Energy Efficiency

Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students’ Writing Practice

Comparative Study About the Impacts of Chinese Automated Writing Evaluation (AWE) Feedback and Teacher Feedback on Middle School Students’ Writing Practice

The development of 'Petanque match statistics': an android-based application for petanque matches analysis

The accelerated pace of technological advancement necessitates that many disciplines align themselves with these developments, whether directly engaged in the process or not. The field of sports provides an illustrative example of the profound impact of modern technology on various disciplines. This research aimed to develop an Android-based statistical application, designated "Petanque Match Statistic," which was designed to analyze Petanque matches. The research and development (R&D) methodology was employed to undertake six project stages. The application, constructed on the Kodular platform, offers real-time data capture, sophisticated statistical analysis, interactive visualization, and comprehensive performance reporting. The application was subjected to rigorous alpha and beta testing to ensure its accuracy, reliability, and usability. Following its deployment, user training and a support system were established. Continuous evaluation and user feedback facilitated ongoing improvements. The application significantly enhances match analysis, benefiting players, coaches, analysts, and fans by providing accurate, real-time data and comprehensive insights, thereby promoting the growth and development of the sport of petanque. Keywords: Android Application, Match Statistics, Statistical Analysis, Real-Time Data, Sports Technology

Assessing Team Performance in a Longitudinal Neonatal Resuscitation Simulation Training Program: Comparing Validity Evidence to Select the Best Tool.

Introduction Neonatal resuscitation is a high-acuity, low-occurrence event that requires ongoing practice by interprofessional teams to maintain proficiency.Simulation provides an ideal platform for team training and evaluation of team performance. Our simulation center supports a longitudinal in situ simulation training program for delivery room teams. In addition to adherence to the Neonatal Resuscitation Program standards, team performance assessment is an essential component of program evaluation and participant feedback. Multiple published teamwork assessment tools exist. Our objective was to select the tool with the best validity evidence for our program's needs. Methods We used Messick's framework to assess the validity of evidence for potential teamwork assessment tools. Four possible tools were identified from the literature: the Mayo High Performance Teamwork Scale (Mayo), Team Performance Observation Tool (TPOT), Clinical Teamwork Scale (CTS), and Team Emergency Assessment Measure (TEAM). Relevant context included team versus individual focus, external evaluator versus self-evaluation, and ease of use (which included efficiency, clarity of interpretation, and overall assessment). Three simulation experts identified consensus anchors for each tool and independently reviewed and scored 10 pre-recorded neonatal resuscitation simulations. Raters assigned each tool a rating according to efficiency, ease of interpretation, and completeness of teamwork assessment. Interrater reliability (IRR) was calculated using intraclass correlation for each tool across the three raters. Average team performance scores for each tool were correlated with neonatal resuscitation adherence scores for each video using Spearman's rank coefficient. Results There was a range of IRR between the tools, with Mayo having the best (single 0.55 and multi 0.78). Each of the three raters ranked Mayo optimally in terms of efficiency (mean 4.66 + 0.577) and ease of use (4+1). However, TPOT and CTS scored highest (mean 4.66 ± 0.577) for overall completeness of teamwork assessment. There was no significant correlation to NRP adherence scores for any teamwork tool. Conclusion Of the four tools assessed, Mayo demonstrated moderate IRR and scored highest for its ease of use and efficiency, though not completeness of assessment. The remaining three tools had poor IRR, which is not an uncommon problem with teamwork assessment tools. Our process emphasizes the fact that assessment tool validity is contextual. Factors such as a relatively narrow (and high) performance distribution and clinical context may have contributed to reliability challenges for tools that offered a more complete teamwork assessment.

How Do Course-Based Assessments Change in The Shift to Emergency Remote Teaching? Sustainable Assessment Strategies Through an Authenticity Lens

The shift from face-to-face (F2F) to emergency remote teaching (ERT) in response to COVID-19 has presented concerns for assessment in student learning. This study presents the comparison of a health science curriculum in F2F and ERT settings regarding assessments (count, type, authenticity) using our Authentic Assessment Tool and institutionally standardized course syllabi. Five hundred and seventeen assessments in 61 courses in ERT were inventoried (count, type) and subsequently categorized as 1 (low), 2 (moderate), or 3 (high) on core authenticity characteristics: realism, cognitive challenge, evaluative judgement criteria and feedback. These data were compared to a recent curriculum-wide F2F scan (457 assessments in 62 courses). Results show in the shift to ERT, the total number of both tests and assignments increased with a greater proportion of marks comprised of assignments (44% ERT versus 37% F2F). Curriculum-wide authenticity scores were similar (1.8 ± 0.4 ERT versus 1.8 ± 0.6 F2F), although this trend was because nearly an equal proportion of courses increased and decreased authenticity. The largest number of courses (n=30) making improvements on individual characteristics of authenticity did so regarding the dimension feedback. This work presents modest yet actionable items to achieve authenticity for consideration in assessment design as institutions begin to produce and consider policies regarding course structure and assessment design in the post-COVID educational context.

Characterizing narrative feedback and predictors of feedback content on an entrustable professional activity (EPA) assessment tool

PurposeAlthough EPA assessment tools generally allow for narrative feedback, limited data exist defining characteristics and predictors of such feedback. We explored narrative feedback characteristics and their associations with entrustment, case-specific variables, and faculty/trainee characteristics.MethodsOur general surgery residency piloted an intraoperative Entrustable Professional Activities (EPA) assessment tool in 2022. The tool included an entrustment score, four sub-scores, and narrative feedback. Given strong intercorrelations (r = 0.45–0.69) and high reliability (α = 0.84) between sub-scores, we summed the four sub-scores into a composite score. We coded narrative feedback for valence (reinforcing vs constructive), specificity (specific vs general), appreciation (recognizing or rewarding trainee), coaching (offering a better way to do something), and evaluation (assessing against set of standards). Multivariable regression analyzed associations between feedback characteristics and entrustment score, composite score, PGY level, case difficulty, trainee/faculty gender, gender matching, faculty years in practice, faculty case volume with trainees, faculty evaluation score, and trainees’ under-represented in medicine (URiM) status.ResultsForty-six faculty completed 325 intraoperative EPA assessments for 44 trainees. Narrative feedback had high valence (82%) and specificity (80%). Comments frequently contained appreciation (89%); coaching (51%) and evaluation (38%) were less common. We found that faculty gender, trainee gender, and gender match predicted feedback characteristics. Generally, entrustment level, composite score, and PGY level correlated with feedback types (Table).ConclusionEntrustment and performance relate to the type of feedback received. Gender and gender match resulted in different types of feedback. Evaluative feedback was the least prevalent and warrants further exploration since evaluation is critical for learning.

Compliance and feedback based model to measure cloud trustworthiness for hosting digital twins

Cloud-based digital twins use real-time data from various data sources to simulate the behavior and performance of their physical counterparts, enabling monitoring and analysis. However, one restraining factor in the use of cloud computing for digital twins is its users’ concerns about the security of their data. This data may be located anywhere in the cloud, with very limited control of the user to ensure its security. Cloud-based digital twins provide opportunities for researchers to collaborate yet security of such digital twins requires measures specific to cloud computing. To overcome this shortcoming, we need to devise a mechanism that not only ensures essential security safeguards but also computes a Trustworthiness value for Cloud Service Providers (CSP). This would give confidence to cloud users and enable them to choose the right CSP for their data-related interaction. This research proposes a solution, whereby the Trustworthiness of CSPs is calculated based on their Compliance with data security controls, User Feedback, and Auditor Rating. Two additional factors, Accuracy of Compliance Measurement and Control Significance Factor have been built in, to cater for other nonstandard conditions. Our implementation of Data Security Compliance Monitor and Data Trust as a Service, along with three CSPs, each with ten different settings, has supported our proposition through the devised formula. Experimental outcomes show changes in the trustworthiness value with changes in compliance level, user feedback and auditor rating. CSPs with better compliance have better trustworthiness values. However, if the Accuracy of Compliance Measurement and Control Significance Factor are low the trustworthiness is also proportionately less. This creates a balance and realism in our calculations. This model is unique and will help in creating users’ trust in cloud-based digital twins.

Influences of heart rate feedback and autistic traits on affective mindreading

Although mindreading is an important prerequisite for successful social interactions, the underlying mechanisms are still matter of debate. It is unclear, for example, if inferring others’ and own mental states are distinct processes or are based on a common mechanism. Using an affect-induction experimental set-up with an acoustic heart rate feedback that addresses affective mindreading in self and others, we investigated if non-autistic study participants relied on similar information for self- and other-directed mindreading. We assumed that due to altered mindreading capacities in autism, mainly individuals with low autistic traits would focus on additional sensory cues, such as heart rate, to infer their own and their gambling partner’s affective states. Our analyses showed that the interpretation of a heart rate signal differed in self- and other-directed mindreading trials. This effect was modulated by autistic traits suggesting that individuals with higher autistic traits might not have interpreted the heart rate feedback for gambling partner ratings and differentiated less between self- and other-directed mindreading trials. We discuss these results in the context of a common mechanism underlying self- and other-directed mindreading and hypothesize that the weighting of internal and external sensory information might contribute to how we make sense of our and others’ mental states.

Analysis of the Role and Strategies of New Media VR Technology in Music Education for Cultivating Middle School Students' Music Appreciation Ability

With the rapid development of new media technology, virtual reality (VR) technology has increasingly been applied in the field of education, particularly showing great potential in music education. By introducing VR technology, this study explores its role in cultivating students' music appreciation abilities. VR technology has significant application value in music education. Through the design of scientific teaching content, innovative teaching methods, and effective evaluation feedback mechanisms, it can comprehensively enhance middle school students' music appreciation abilities. This provides a valuable reference for the further promotion and application of VR music education.

How teachers perceive the impact of teacher feedback: A latent class analysis

How do teachers perceive and experience the impact of evaluation feedback across various domains of their work? This study investigates whether there are qualitatively distinct groups of teachers in the United States based on teacher perceived impact of evaluation feedback using the 2013 Teaching and Learning International Survey (TALIS 2013). Applying latent class analysis to the U.S. sample of lower-secondary school teachers (n=1,824), we find that there are four distinctive groups of teachers: Receptive (25%), Compliant (15%), Motivated (27%), and Indifferent (33%). Our analysis shows feedback sources and teacher beliefs about the evaluation’s purpose are significant predictors of teacher class assignment. Finally, controlling for various individual and school-level characteristics, these teacher groups vary significantly in their intention to change school.

Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction.

This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning. Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data. The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction. Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success.

Rotating speed pulling-back control and adaptive strategy of doubly-fed variable speed pumped storage unit

When the doubly-fed variable speed pumped storage unit (DFVSPSU) adopts the power priority control, the rotating speed may change excessively during the transient process, potentially causing the rotor side power to exceed the converter capacity, which may damage the converter. Therefore, this study aims to analyze the mechanism underlying rotor side power overlimit and conventional rotating speed pulling-back control (RSPBC), proposing an adaptive rotating speed pulling-back control (ARSPBC). First, the unit's speed operating range and the converter capacity were determined based on the characteristic curve of the pump-turbine. Second, the optimal speed and speed limit were compared, indicating that the unit's operation is closer to the lower speed limit, which increases the likelihood of power overlimit occurrences. Third, the mechanism of rotor side power overlimit and conventional RSPBC were analyzed. It was noted that although conventional RSPBC can prevent rotor side power overlimit, it can result in significant generator power fluctuations. Finally, an ARSPBC incorporating speed change rate feedback was proposed. The numerical simulation showed that the ARSPBC can not only prevent the rotor side power overlimit, but also reduce the generator power fluctuations. Compared to the conventional RSPBC, the power fluctuation was reduced from 70 % to 62.5 %–4 %.