Relevant bibliographies by topics / 360-degree rater

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic '360-degree rater'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "360-degree rater"

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MOUNT, MICHAEL K., TIMOTHY A. JUDGE, STEVEN E. SCULLEN, MARCIA R. SYTSMA, and SARAH A. HEZLETT. "TRAIT, RATER AND LEVEL EFFECTS IN 360-DEGREE PERFORMANCE RATINGS." Personnel Psychology 51, no. 3 (September 1998): 557–76. http://dx.doi.org/10.1111/j.1744-6570.1998.tb00251.x.

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Brown, Anna, Ilke Inceoglu, and Yin Lin. "Preventing Rater Biases in 360-Degree Feedback by Forcing Choice." Organizational Research Methods 20, no. 1 (September 20, 2016): 121–48. http://dx.doi.org/10.1177/1094428116668036.

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We examined the effects of response biases on 360-degree feedback using a large sample ( N = 4,675) of organizational appraisal data. Sixteen competencies were assessed by peers, bosses, and subordinates of 922 managers as well as self-assessed using the Inventory of Management Competencies (IMC) administered in two formats—Likert scale and multidimensional forced choice. Likert ratings were subject to strong response biases, making even theoretically unrelated competencies correlate highly. Modeling a latent common method factor, which represented nonuniform distortions similar to those of “ideal-employee” factor in both self- and other assessments, improved validity of competency scores as evidenced by meaningful second-order factor structures, better interrater agreement, and better convergent correlations with an external personality measure. Forced-choice rankings modeled with Thurstonian item response theory (IRT) yielded as good construct and convergent validities as the bias-controlled Likert ratings and slightly better rater agreement. We suggest that the mechanism for these enhancements is finer differentiation between behaviors in comparative judgements and advocate the operational use of the multidimensional forced-choice response format as an effective bias prevention method.
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Westerman, James W., and Joseph G. Rosse. "Reducing the Threat of Rater Nonparticipation in 360-Degree Feedback Systems." Group & Organization Management 22, no. 2 (June 1997): 288–309. http://dx.doi.org/10.1177/1059601197222008.

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정재창. "A Generalizability Theory Approach in Investigating the Rater Effect in 360 Degree Feedback." Korean Journal of Human Resource Development Quarterly 11, no. 3 (October 2009): 193–211. http://dx.doi.org/10.18211/kjhrdq.2009.11.3.009.

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Antonioni, David, and Heejoon Park. "The relationship between rater affect and three sources of 360-degree feedback ratings." Journal of Management 27, no. 4 (August 2001): 479–95. http://dx.doi.org/10.1177/014920630102700405.

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Penny, James A. "Exploring Differential Item Functioning in a 360-Degree Assessment: Rater Source and Method of Delivery." Organizational Research Methods 6, no. 1 (January 2003): 61–79. http://dx.doi.org/10.1177/1094428102239426.

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Lornudd, Caroline, David Bergman, Christer Sandahl, and Ulrica von Thiele Schwarz. "A randomised study of leadership interventions for healthcare managers." Leadership in Health Services 29, no. 4 (October 3, 2016): 358–76. http://dx.doi.org/10.1108/lhs-06-2015-0017.

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Purpose The purpose of this paper was to assess two different leader development interventions by comparing their effects on leadership behaviour and evaluating their combined impact after two years, from the viewpoints of both the participating managers and external raters. Design/methodology/approach The study was a longitudinal randomised controlled trial with a cross-over design. Health care managers (n = 177) were first randomised to either of two 10-month interventions and a year later were switched to the other intervention. Leadership behaviour was rated at pre-test and 12 and 24 months by participating managers and their superiors, colleagues and subordinates using a 360-degree instrument. Analysis of variance and multilevel regression analysis was performed. Findings No difference in effect on leadership behaviour was found between the two interventions. The evaluation of the combined effect of the interventions on leadership behaviour showed inconsistent (i.e. both increased and decreased) ratings by the various rater sources. Practical implications This study provides some evidence that participation in leadership development programmes can improve managers’ leadership behaviours, but the results also highlight the interpretive challenges connected with using a 360-degree instrument to evaluate such development. Originality/value The longitudinal randomised controlled design and the large sample comprising both managers and external raters make this study unusually rigorous in the field of leadership development evaluations.
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Chandler, Nicole, Gavin Henderson, Brittany Park, Julie Byerley, Wallace D. Brown, and Michael J. Steiner. "Use of a 360-Degree Evaluation in the Outpatient Setting: The Usefulness of Nurse, Faculty, Patient/Family, and Resident Self-Evaluation." Journal of Graduate Medical Education 2, no. 3 (September 1, 2010): 430–34. http://dx.doi.org/10.4300/jgme-d-10-00013.1.

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Abstract Background Faculty have traditionally evaluated resident physician professionalism and interpersonal skills without input from patients, family members, nurses, or the residents themselves. The objective of our study was to use “360-degree evaluations,” as suggested by the Accreditation Council for Graduate Medical Education (ACGME), to determine if nonfaculty ratings of resident professionalism and interpersonal skills differ from faculty ratings. Methods Pediatrics residents were enrolled in a hospital-based resident continuity clinic during a 5-week period. Patient/families (P/Fs), faculty (MD [doctor of medicine]), nurses (RNs [registered nurses]), and residents themselves (self) completed evaluator-specific evaluations after each clinic session by using a validated 10-item questionnaire with a 5-point Likert scale. The average Likert score was tallied for each questionnaire. Mean Likert scale scores for each type of rater were compared by using analysis of variance, text with pair-wise comparisons when appropriate. Agreement between rater types was measured by using the Pearson correlation. Results A total of 823 evaluations were completed for 66 residents (total eligible residents, 69; 95% participation). All evaluators scored residents highly (mean Likert score range, 4.4 to 4.9). However, MDs and RNs scored residents higher than did P/Fs (mean scores: MD, 4.77, SD [standard deviation], 0.32; RN, 4.85, SD, 0.30; P/F, 4.53, SD, 0.96; P < .0001). MD and RN scores also were higher than residents' self-evaluation scores, but there was no difference between self-scores and P/F scores (average resident self-score, 4.44, SD, 0.43; P < .0001 compared to MD and RN; P = .19 compared to P/F). Correlation coefficients between all combinations of raters ranged from −0.21 to 0.21 and none were statistically significant. Conclusion Our study found high ratings for resident professionalism and interpersonal skills. However, different members of the health care team rated residents differently, and ratings are not correlated. Our results provide evidence for the potential value of 360-degree evaluations.
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Rowson, Anne‐Marie. "Using 360 Degree Feedback Instruments up, down and around the world: Implications for global implementation and use of Multi‐Rater Feedback." International Journal of Selection and Assessment 6, no. 1 (January 1998): 45–48. http://dx.doi.org/10.1111/1468-2389.00071.

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Becton, J. Bret, and Mike Schraeder. "Participant Input into Rater Selection: Potential Effects on the Quality and Acceptance of Ratings in the Context of 360-Degree Feedback." Public Personnel Management 33, no. 1 (March 2004): 23–32. http://dx.doi.org/10.1177/009102600403300102.

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Dissertations / Theses on the topic "360-degree rater"

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Grahek, Myranda. "Agreement Between Self and Other Ratings in Multi-Rater Tools: Performance, Alternative Measures, and Importance." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9102/.

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Multi-rater tools also referred to as 360-degree feedback tools, are frequently used in addition to traditional supervisory appraisals due to sources (i.e., supervisor, peer, direct report) unique perspectives and opportunities to view different aspects of job performance. Research has found that the differences among sources are most prevalent between self and other ratings, and the direction of agreement is related to overall job performance. Research has typically focused on one form of agreement, the direction of an individual's self-ratings compared to others' ratings. The current study expanded on past research on rater agreement using a data set (n = 215) consisting of multi-rater data for professionals participating in a leadership development process. The study examined the ability to predict job performance with three different measures of self-other agreement (i.e., difference between overall mean scores (difference), mean absolute difference across items (difference), and mean correlation across items (similarity)). The study also examined how the relationships may differ across performance dimensions. The final purpose was to explore how the importance of the performance dimensions, as rated by the participant, may moderate the relationship between self-other agreement and job performance. Partial support for study's hypotheses was found. The direction and difference measures of agreement on the overall multi-rater tool and performance dimensions accounted for a significant amount of the variance in job performance. The relationship between the similarity measure of agreement and job performance, and the moderating effect of importance were not supported in the current study.
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Grahek, Myranda Marshall Linda L. "Agreement between self and other ratings in multi-rater tools performance, alternative measures, and importance /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9102.

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Seri, Wahyuni Dessy. "Training Needs Analysis For Identifying Vocational Teachers' Competency Needs in ICT Expertise Program in Vocational High Schools in Bali Province." 2019. https://tud.qucosa.de/id/qucosa%3A70989.

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The aims of this study to reveal (1) the description of characteristic vocational teacher, (2) the criterion competency, (3) the account of important competency, (4) the description of actual competency performance, (5)the identification of competency gaps, (6) the determination of training priority order, (7) the recommendations regarding with training methods and training organizerThis study employed a mixed method with exploratory sequential combination. The research subjects comprised the Vocational Technical Teachers with ICT expertise program especially for Network and Computer Engineering expertise competence. This study devised competency needs for training program incorporating Training Needs Analysis. The data were collected through FGD, questionnaires and an interview guide. The data were analysed using Fuzzy Delphi method to determine criterion competency by screening process. Analytic Hierarchy Process method was conducted for determining the important competency. 360-degree rater as evaluation teaching performance. Importance Performance Analysis diagram were used for describing the competency gaps. The determination of Training Priority Order based on quadrant in IPA diagram. The results of this study showed that: (1) Vocational teachers from multiple expertise program are still lack of ICT knowledge and practice mastery especially in network engineering field because they had no ICT educational background. They still look confused and nervous in teaching and practicing in front of the class. (2) criterion competency consists of pedagogy-andragogy aspect with 11 domain areas and 34 sub-domain, professional aspect with 3 domain areas and 7 sub-domain, vocational aspect with 3 domain areas and 8 sub-domain and technology aspect with 4 domains. (3) the order of importance in terms of competency aspect is pedagogy-andragogy with weight of 0.466, vocational around 0.300, professional with weight of 0.172, technology approximately 0.063. (4) the lowest performance in pedagogy-andragogy aspect is ability in guidance and supervision internship program with 3.19 total performance, Whereas in professional aspect is the competency in application of vocational content with 3.35 total performance, in vocational aspect is competency in networking and collaboration with 2.82 total performance and In technology aspect is ability using and utilizing ICT for self-development with 3.56 total performance. (5) the competency gaps fall into the vocational knowledge & skills, application of content, content knowledge, networking and collaboration, continuing professionalism development and entrepreneurship. (6) TPO based on competencies needs has described in IPA diagram most of training needs is located in vocational and professional aspect. (7) In House Training, specific training, and short courses training were recommended as effective training methods. The training organizers may come from P4TK BMTI, P4TK BOE, Private Institutions, Universities/LPTK, Industry.:CHAPTER I INTRODUCTION A. Research Background B. Problem Identification C. Research Focus D. Formulations of the Problem E. Research Objectives F. Significances of the Research CHAPTER II LITERATURE REVIEW A. Theoretical Review 1. The Concept of Vocational 2. Philosophy of Vocational Education 3. Theory and Assumption of Vocational Education 4. The Theory of Adult Learning 5. Adult Learning Frameworks in Vocational Education 6. Andragogy in Vocational Education 7. Employability Skills 8. Human Resource Management –Vocational Teacher 9. The Professional of Vocational Teacher 10. Needs Analysis 11. Competencies Needs Analysis 12. Training Needs Analysis 13. Fuzzy Delphi Technique 14. Analytic Hierarchy Process 15. Vocational Teacher Performance Evaluation 16. Importance Performance Analysis B. Conceptual Framework C. Relevance Research D. Research Question CHAPTER III RESEARCH METHOD A. Research Approach B. Qualitative Method 1. Research Location 2. Source of Data 3. Data Generating Technique 4. Analysis Data Technique 5. Data Credibility 6. Preliminary Findings Formulation C. Quantitative Method 1. Data Collecting Technique 2. Research Instruments 3. Analysis Data Technique D. Time and Place Research E. Data Analysis in Qualitative Quantitative Method CHAPTER IV FINDINGS AND DISCUSSION A. Findings 1. Vocational Teacher Conditions 2. Teachers Competency with Balinese Local Wisdom 3. The Criterion Competencies of Vocational Teacher 4. The Importance Competencies of Vocational Teacher 5. The Actual Competency of Vocational Teacher 6. Competency Gaps Analysis using IPA 7. Training Priority Order B. Discussion C. Limitation of Research CHAPTER V CONCLUSIONS AND RECOMMENDATIONS A. Conclusions B. Recommendations REFERENCES
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Kara, Sarika. "Consistency between raters in a 360-degree leadership feedback instrument." Thesis, 2011. http://hdl.handle.net/10539/10435.

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The aim of the study was to analyse the ratings regarding the leadership performance of participants of a particular 360-degree feedback questionnaire using an ex post facto design. The sample consisted of 2 788 self-raters, 7 710 colleagues, 2 938 managers, and 8 426 subordinates. Results from the analyses calculated showed the degree of consistency to vary between the different groups of raters with self-ratings being significantly lower than other groups’ ratings. The results of the current study further revealed that differences observed were due to individual differences and not due to the type of rater group the rater belongs to. Results indicated no clear pattern or grouping to isolate specific areas of consistency within the particular questionnaire or its subscales. Validation exercises showed that the current structure of the 360-degree feedback questionnaire (Leadership 3) is adequate with recommendations of improvement provided.
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Pinho, Sonia de Castro. "A manager's subjective experience of 360-degree feedback as a tool in leadership development." Diss., 2006. http://hdl.handle.net/10500/908.

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Leadership development has become a focal area for most organisations today in an attempt to ensure that leaders are able to take them into the future and achieve a competitive advantage. Literature reveals that, among others, one of the most popular initiatives in leadership development includes the use 360-degree feedback. Due to the sensitivity and challenge of giving and receiving 360 degree feedback, it is essential to understand the subjective experience of manager's who have recently undergone the process as well as the factors which influence and are influenced by the process. To achieve this, a grounded theory study was conducted in a large manufacturing organisation. The data was collected through focus group interviews with a voluntary sample of senior managers who had participated in a 360 degree feedback process. The outcomes of the study include a definition of "subjective experience" as well as a substantive theory on the subjective experience of 360-degree feedback as a tool in leadership development. Findings indicate that individual's reactions coupled with the perception of both the accuracy and utility of the process are key contributors which form the essence of "subjective experience". Past experience, present information and context were further identified to be key intervening variables of a manager's subjective experience of 360-degree feedback as a tool in leadership development. A number of limitations within this study are explained and recommendations for future research and organisations are provided.
Industrial and Organisational Psychology
M. Comm. (Industrial Psychology)
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Nieh, Yang, and 聶暘. "Frame-Rate Reducing Technique for a 360-Degree 3D Light Field Display and Image Analysis." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/gn9kc4.

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碩士
國立臺灣大學
光電工程學研究所
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A 3D light field display system requires several design modifications to achieve the multi-view characteristic of a 360&;#730; 3D image. While certain light field display utilized a high frame rate projector&;not;&;not; or many micro projectors to achieve the modifications, they also drastically increased the cost of the system. This thesis discusses the use of an optical simulation software to analyze different parameters in a light field display. First, different system configurations can affect the displayed image quality. Improving the geometric structure of the reflective screen can also decrease the frame rate requirement of the system. Since images projected and reflected from a tilted screen can result in image distortion, this thesis focuses on the analyses of different parameters to correct the distortion while maintaining the original dimensions of the 3D image. Optical simulation software further allows studies of sub-images within a light field display and the viewing angle of the system. Varying the diffusion angles of the reflective screen can correct blurred image and non-uniform brightness within the image. In addition, the receiver distance can help to quantify the amount of image distortion. This research formulates a quantitative method that can be used as an indicator for determining the quality of sub-image realignment and other image properties. Future studies can incorporate optical components into the system to further decrease the need for high frame rate projector. Multi-disciplinary cooperation, such as utilizing a tracking device to achieve real-time image correction by using previous image distortion data.
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Book chapters on the topic "360-degree rater"

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Curry, Curtis D. "Multi-Rater (360-Degree) Feedback Instruments." In The Encyclopedia of Human Resource Management, 7–12. San Francisco, CA: Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364741.ch2.

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Turner, Timothy W., and Richard J. Conroy. "Identifying Blind Spots in Leadership Development." In Advances in Human Resources Management and Organizational Development, 199–220. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch010.

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A plethora of market available 360-degree assessment tools add value to the work of organizational leadership and management professionals. This chapter examines 360-degree assessments in terms of leadership development, training, and coaching. Multi-rater assessment use is reviewed in the context of emotional intelligence competencies. Leadership development is enhanced when benchmarks are established for leaders in the area of emotional intelligence. Organizations can identify keys to leader development by recognizing specific competencies in “star performers” (high performers). Self-report assessment instruments are generally useful in identifying key leadership competencies, but are limited by an individual's self-awareness. 360-degree multi-rater assessments enhance and support the recognition of these specific competencies but more so serve to identify blind spots or gaps in competency areas. Any divergence is often between a leader's self-reporting and observations gleaned from a 360-degree perspective by peers, subordinates, managers, family members, friends, and others.
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Turner, Timothy W., and Richard J. Conroy. "Identifying Blind Spots in Leadership Development." In Research Anthology on Business and Technical Education in the Information Era, 453–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5345-9.ch025.

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A plethora of market available 360-degree assessment tools add value to the work of organizational leadership and management professionals. This chapter examines 360-degree assessments in terms of leadership development, training, and coaching. Multi-rater assessment use is reviewed in the context of emotional intelligence competencies. Leadership development is enhanced when benchmarks are established for leaders in the area of emotional intelligence. Organizations can identify keys to leader development by recognizing specific competencies in “star performers” (high performers). Self-report assessment instruments are generally useful in identifying key leadership competencies, but are limited by an individual's self-awareness. 360-degree multi-rater assessments enhance and support the recognition of these specific competencies but more so serve to identify blind spots or gaps in competency areas. Any divergence is often between a leader's self-reporting and observations gleaned from a 360-degree perspective by peers, subordinates, managers, family members, friends, and others.
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Miltenoff, Plamen, and Kate Borowske. "Low-End XR Practices for Libraries." In Advances in Library and Information Science, 88–102. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7258-0.ch005.

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This chapter presents and discusses a review and comparison of low-end 360-degree and extended reality (XR) practices. The goal of the chapter is to assist both technologically and organizationally with the ubiquitous acceptance of these two technologies as part of the move toward immersive teaching and learning. The chapter shares an overview of rather fluctuant terminology: 360-degree videos and images, virtual reality, augmented reality, mixed reality, extended reality, immersive teaching, and immersive learning. Fostering and accepting a standardized and understandable terminology is an important part of the application process of these technologies to enable immersive teaching and learning. Furthermore, this chapter will argue the importance of a low-end approach toward immersive teaching and learning due to constraints of various characters and as a part of the scalable construct of immersive teaching and learning in academic libraries and respectively on campus.
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Pougatchev, Valeri, and Ashok Kulkarni. "Online Strategic and Operational Planning Procedures in the Integrated Management Information Systems for Educational Institutions." In ICT Management in Non-Profit Organizations, 192–222. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5974-2.ch012.

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This chapter is focused on strategic, operational hierarchical, non-hierarchical, and multi-criteria planning of the educational institutions and illustrated by the case-study example. It, also, describes a practical implementation procedures for the proposed business model and procedures, using mathematical methods of the Liner Algebra. A quantitative approach of the Strategic and Operational Planning, described in this chapter, introduces the V-index numeric indicator as a key measurement of objectives/targets accomplishment for each unit (including an entire institution) and individual of the institution's planning process and his/her/its role for strategic planning analysis and control. The solutions, presented in this chapter, play a vital role in the Performance-Based Management Systems with the multi-rated feedback (360-degree evaluation). This system is a heart of any Institutional Integrated Management System and provides a comparative analysis of the members of all categories of the institution's staff—Academic, Administrative, Technical, or Ancillary—including basic requisite information for promotion, tenure, merit pay, and post-tenure review decisions of the appraises. It also creates an opportunity for effective analysis and control for the institution financial aspects, which includes Productivity and Finance Planning, as well as Financial Controls, Budgets, and Audit. This theoretical research has had an effective practical background, at the University of Technology, Jamaica, using the original software developed by the authors and implemented within the university.
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Conference papers on the topic "360-degree rater"

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Li, Yiming, Jizheng Xu, and Zhenzhong Chen. "Spherical domain rate-distortion optimization for 360-degree video coding." In 2017 IEEE International Conference on Multimedia and Expo (ICME). IEEE, 2017. http://dx.doi.org/10.1109/icme.2017.8019492.

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Yadav, Praveen Kumar, and Wei Tsang Ooi. "Tile Rate Allocation for 360-Degree Tiled Adaptive Video Streaming." In MM '20: The 28th ACM International Conference on Multimedia. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3394171.3413550.

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Liu, Yuyang, Hongwei Guo, Ce Zhu, and Yipeng Liu. "Spherical Position Dependent Rate-Distortion Optimization for 360-degree Video Coding." In 2019 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2019. http://dx.doi.org/10.1109/apsipaasc47483.2019.9023222.

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Liu, Chengming, Nuowen Kan, Junni Zou, Qin Yang, and Hongkai Xiong. "Server-Side Rate Adaptation for Multi-User 360-Degree Video Streaming." In 2018 25th IEEE International Conference on Image Processing (ICIP). IEEE, 2018. http://dx.doi.org/10.1109/icip.2018.8451447.

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Kan, Nuowen, Junni Zou, Kexin Tang, Chenglin Li, Ning Liu, and Hongkai Xiong. "Deep Reinforcement Learning-based Rate Adaptation for Adaptive 360-Degree Video Streaming." In ICASSP 2019 - 2019 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2019. http://dx.doi.org/10.1109/icassp.2019.8683779.

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Skupin, Robert, Kai Bitterschulte, Yago Sanchez, Cornelius Hellge, and Thomas Schierl. "Rate Assignment in 360-Degree Video Tiled Streaming Using Random Forest Regression." In ICASSP 2020 - 2020 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2020. http://dx.doi.org/10.1109/icassp40776.2020.9053262.

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Skupin, Robert, Yago Sanchez, Lei Jiao, Cornelius Hellge, and Thomas Schierl. "Tile-Based Rate Assignment for 360-Degree Video Based on Spatio-Temporal Activity Metrics." In 2018 IEEE International Symposium on Multimedia (ISM). IEEE, 2018. http://dx.doi.org/10.1109/ism.2018.00019.

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Afsana, Fariha, Manoranjan Paul, Manzur Murshed, and David Taubman. "Efficient Low Bit-Rate Intra-Frame Coding using Common Information for 360-degree Video." In 2020 IEEE 22nd International Workshop on Multimedia Signal Processing (MMSP). IEEE, 2020. http://dx.doi.org/10.1109/mmsp48831.2020.9287050.

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Rodgers, Jessica R., Kathleen Surry, David D'Souza, Eric Leung, and Aaron Fenster. "360-degree 3D transvaginal ultrasound system for high-dose-rate interstitial gynaecological brachytherapy needle guidance." In SPIE Medical Imaging, edited by Neb Duric and Brecht Heyde. SPIE, 2017. http://dx.doi.org/10.1117/12.2254082.

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Shinohara, Yuya, Kenji Kanai, and Jiro Katto. "Performance Evaluations of Viewport Movement Prediction and Rate Adaptation for Tile-Based 360-Degree Video Delivery." In 2019 IEEE International Symposium on Multimedia (ISM). IEEE, 2019. http://dx.doi.org/10.1109/ism46123.2019.00055.

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