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Littérature scientifique sur le sujet « Voice feedback »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Voice feedback"

Zhao, Jun, and Yingliang Liu. "A Developmental View of Authorial Voice Construction in Master’s Thesis: A Case Study of Two Novice L2 Writers." SAGE Open 11, no. 4 (2021): 215824402110544. http://dx.doi.org/10.1177/21582440211054483.

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Effective authorial voice in academic writing helps researchers establish the value of their scholarly contributions. However, constructing an authorial voice is challenging for many novice L2 writers. Through tracking multiple drafts of master’s theses written by two Chinese EFL (English as a foreign language) graduate students, this case study investigated changes in their authorial voices and the roles of advisor feedback in this process. We drew on three types of data: analysis of multiple thesis drafts for linguistic and content features of voice; advisor feedback on multiple drafts; and

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Smither, Janan Al-Awar. "Voice Feedback and Performance." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 14 (1995): 945. http://dx.doi.org/10.1177/154193129503901430.

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Keane, Kjrsten, Daniel McCrea, and Miriam Russell. "Personalizing Feedback Using Voice Comments." Open Praxis 10, no. 4 (2018): 309. http://dx.doi.org/10.5944/openpraxis.10.4.909.

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While text-based feedback is normally used by college instructors to help students improve their written assignments, it is important to consider using voice comment tools for further personalization. New and easily-accessible technologies provide this option. Our study focused on surveying undergraduates who received voice comments on their written assignments. Students were queried on their preferences for feedback delivery and survey questions probed student responses both quantitatively and qualitatively. Two voice comment tools were used: Adobe Acrobat Reader and Kaizena voice comments. R

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Vagner, Brandon, Leslie Helen Blix, Marc Ortegren, and Kate Sorensen. "Upward feedback falling on deaf ears: the effect on provider organizational citizenship and counterproductive work behaviors in the audit profession." Managerial Auditing Journal 37, no. 1 (2021): 17–38. http://dx.doi.org/10.1108/maj-09-2020-2845.

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Purpose The purpose of this paper is to explore how firms can enhance feedback systems by studying the effects of offering junior auditors an opportunity to provide upward feedback and acknowledging their voice has been heard and will be considered for evaluation purposes. Design/methodology/approach This study uses a 2 × 1 + 1 (voice confirmation × opportunity + no opportunity) between-subjects experimental design that manipulated upward feedback opportunity (i.e., opportunity or no opportunity) and voice confirmation for those that do receive upward feedback opportunity (i.e., receive indica

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Laugesen, Søren, Claus Nielsen, Patrick Maas, and Niels Søgaard Jensen. "Observations on Hearing Aid Users' Strategies for Controlling the Level of Their Own Voice." Journal of the American Academy of Audiology 20, no. 08 (2009): 503–13. http://dx.doi.org/10.3766/jaaa.20.8.5.

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Background: Evidence suggests that hearing-aid users have difficulties with own-voice level control, most likely because their auditory feedback is affected by hearing-aid amplification. Purpose: The purpose of this study was to investigate how changes to auditory feedback affect the voice level of hearing-aid users. Research Design: A correlational study was set up to investigate the relation between voice level and hearing-aid amplification. Study Sample: Seven hearing-impaired speakers participated. All were experienced hearing-aid users. Data Collection and Analysis: The speakers projected

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Schiller, Isabel S., Karolin Krüger, Firdous Bin Ismail, Sabine J. Schlittmeier, and Gerhard Schmidt. "Voice quality alteration and its potential implications for voice therapy." Journal of the Acoustical Society of America 154, no. 4_supplement (2023): A352. http://dx.doi.org/10.1121/10.0023769.

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Modulating a speaker’s auditory feedback is a valuable technique for investigating vocal motor control. In auditory feedback alteration (AFA) experiments, participants receive real-time perturbed feedback of their voice through earphones while producing vocalizations into a microphone. Previous studies primarily focused on pitch and amplitude alterations, which typically result in compensatory vocal responses. The purpose of this study is to present a voice resynthesis system, called VQ-Synth, designed for real-time auditory feedback alteration of the speaker’s voice quality in terms of hoarse

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Xiao, Ziang, Sarah Mennicken, Bernd Huber, Adam Shonkoff, and Jennifer Thom. "Let Me Ask You This: How Can a Voice Assistant Elicit Explicit User Feedback?" Proceedings of the ACM on Human-Computer Interaction 5, CSCW2 (2021): 1–24. http://dx.doi.org/10.1145/3479532.

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Voice assistants offer users access to an increasing variety of personalized functionalities. Researchers and engineers who build these experiences rely on various signals from users to create the machine learning models powering them. One type of signal is explicit feedback. While collecting explicit user feedback in situ via voice assistants would help improve and inspect the underlying models, from a user perspective it can be disruptive to the overall experience, and the user might not feel compelled to respond. However, careful design can help alleviate the friction in the experience. In

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Wassermann, Ute. "Sympoietic vocal practice." Journal of Interdisciplinary Voice Studies 7, no. 1 (2022): 85–96. http://dx.doi.org/10.1386/jivs_00056_1.

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In this Voicing, Ute Wassermann describes how sympoietic vocal practice brings her into resonance with the world in different ways, creating a complex network of relationships within her body between various vocal identities. Stories are told about how her many voices and the environment exist in a mutually stimulating feedback relationship. She gives examples of how her sympoietic voice collaborates with the polyphonies of other-than-human voices. She communicates with voices sounding from objects, and at the same time is influenced by them. Does her voice remain human, or will it become the

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Steinhauer, Kimberly. "The Estill Voice Model: A paradigm for voice training and treatment." Journal of the Acoustical Society of America 154, no. 4_supplement (2023): A352—A353. http://dx.doi.org/10.1121/10.0023770.

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For over 40 years, the Estill Voice Model (EVM) has defined voice quality according to movement of anatomy and physiology. EVM addresses the daunting degrees of freedom issue in voice motor control by isolating Craft of voice production from Artistry and Performance Metaphysics. The EVM proposes an integrated implicit-explicit approach for voice motor learning that flows through all training and therapy protocols. Implicit instructions include auditory-perceptual prompts (e.g., quack like a duck to produce “twang”) and explicit prompts train physiologic conditions of the vocal anatomy correlat

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Larson, Charles R. "2008 Zemlin Award in Speech Sciences Memorial Lecture: The Role of Auditory Feedback for the Control of Voice Fundamental Frequency and Amplitude." Perspectives on Speech Science and Orofacial Disorders 19, no. 1 (2009): 6–17. http://dx.doi.org/10.1044/ssod19.1.6.

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Abstract Previous research has failed to identify precise neural mechanisms involved in auditory feedback regulation of vocalization. The goal of this research project was to improve our understanding of neural mechanisms controlling the voice. Participants were instructed to sustain a vowel or repeat phrases during which perturbations in voice pitch or loudness feedback were presented. Voice signal averaging, neuroimaging, laryngeal electromyography, and cortical event-related potential techniques were used to measure vocal and neural responses to perturbed feedback. Pitch- and loudness-shift

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Thèses sur le sujet "Voice feedback"

Li, Tsz-kuk Christy. "Effect of visual feedback on maximum phonation time." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005747.

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Thesis (B.Sc)--University of Hong Kong, 2007.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 26-28). Also available in print.

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Macmillan, Philip Wilson. "The use of self voice feedback in alleviating reading delay." Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510716.

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Convey, Rachel Brooke. "Visual Feedback In Voice Therapy for Individuals with Parkinson's Disease." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3657.

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Parkinson ’s disease (PD) is a progressive neurological disorder that affects one’s movement. As the disease develops, individuals begin to present with symptoms that include but are not limited to bradykinesia, rigidity, tremors, and hypokinetic dysarthria. These symptoms affect a person’s entire body, including his/her voice. The Lee Silverman Voice Treatment (LSVT) program for treating individuals with PD is supported by over twenty-five years of research. It is considered a safe, non-invasive method to improve vocal loudness and speech clarity in individuals with PD. However, simply be

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McGinty, Samantha. "First year Humanities and Social Science students' experiences of engaging with written feedback in a post-1992 university." Thesis, University of Wolverhampton, 2007. http://hdl.handle.net/2436/210189.

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First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging with written formative feedback in a post-1992 university. A body of literature on ‘engagement with feedback’ in higher education presents the student as somehow lacking the motivation to engage with feedback. The principles of a feminist methodology were adopted in an attempt to present the underrepresented views of students on the issue of their engagement with feedback. Participants were from two first year undergr

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Wong, Yee-ho Amy, and 黃怡皓. "The effects of relative frequency of augmented feedback on resonant voice training in adults and children with normal voice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329393.

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Motor learning is widely investigated in the literature on sports and rehabilitation sciences. In recent years, researchers have begun to apply general motor learning principles to voice motor learning. This study investigated the effects of relative frequency (100% feedback versus 50% feedback versus 0% feedback) of augmented vibration feedback on the acquisition of resonant voice in a motor learning task. Thirty adults and 30 children with normal voice were randomly assigned to three groups of different relative frequencies of feedback: 100%, 50% and 0% feedback. During resonant voice train

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Tucker, Beatrice M. "The student voice: Using student feedback to inform quality in higher education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2158.

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This thesis presents a scholarly synthesis of a series of original published works providing evidence that student feedback, collected and analysed using valid and defensible methods, is effective in improving the quality of teaching and learning in higher education. The key factors underpinning the effective use of student feedback for quality improvement of teaching and learning in higher education are revealed. Students’ perceptions of their experience in achieving learning outcomes are reported.

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Law, Tsz-ying. "Effect of feedback on the effectiveness of a paired comparison perceptual voice rating training program." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005589.

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Williams, Judith Airini. "What makes feedback work for primary school students? An investigation of the views of some Year 8 students." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8991.

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I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associ

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Lamarche, Anick. "Putting the Singing Voice on the Map : Towards Improving the Quantitative Evaluation of Voice Status in Professional Female Singers." Doctoral thesis, KTH, Musikakustik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-9976.

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Diagnostic and evaluative methods used in voice care are mostly designedfor the speaking voice, and are not necessarily directly applicable to thesinging voice. This thesis investigated the possibilities of fine tuning, improvingand quantifying the voice status assessment of the singer, focusingespecially on the Western operatic female voice. In Paper I, possible singer-specific Voice Range Profile (VRP) characteristicsand tasks were explored and VRP data for 30 professional female Western opera singers was collected. Vocal productions were controlled for a physiological VRP (VRPphys) and for

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Liu, Chunlei. "Wireless network enhancements using congestion coherence, faster congestion feedback, media access control and AAL2 voice trunking /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486572165276861.

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Livres sur le sujet "Voice feedback"

Miller, Donald Gray. Resonance in singing: Voice building through acoustic feedback. Inside View Press, 2008.

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Miller, Donald Gray. Resonance in singing: Voice building through acoustic feedback. Inside View Press, 2008.

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Miller, Donald Gray. Resonance in singing: Voice building through acoustic feedback. Inside View Press, 2008.

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Miller, Donald Gray. Resonance in singing: Voice building through acoustic feedback. Inside View Press, 2008.

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United States. Environmental Protection Agency. Hearing the voice of the customer: Customer feedback and customer satisfaction measurement guidelines. U.S. Environmental Protection Agency, Office of Policy, 1999.

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Boylan, Peter. Children's Voices Project: Feedback from children and young people about their experience and expectations of healthcare. Commission for Health Improvement, 2004.

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editor, Sjouwerman Loránt O., Lang Cornelia C. editor, and Ott Jürgen A. editor, eds. The galactic center: Feeding and feedback in a normal galactic nucleus : proceedings of the 303rd Symposium of the International Astronomical Union, held in Santa Fe, NM, USA, September 30-October 4, 2013. Cambridge University Press, 2014.

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Resonance in singing: Voice building through acoustic feedback. Inside View Press, 2008.

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Corrigan, John Gerard. Student Feedback: Using student voice to build twenty-first-century skills. Castleflag Pty Ltd, 2019.

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Steiner, Roy, and Duncan Hanks. Harnessing the Power of Collective Learning: Feedback, Accountability and Constituent Voice in Rural Development. Taylor & Francis Group, 2016.

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Chapitres de livres sur le sujet "Voice feedback"

Holland, Natalie, and Elena Zaitseva. "One voice?" In Analysing Student Feedback in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003138785-9.

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Quicke, Rob. "Feedback." In Finding Your Voice in Radio, Audio, and Podcast Production. Routledge, 2023. http://dx.doi.org/10.4324/9781003263739-15.

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Scott, Geoff. "Accessing the student voice." In Analysing Student Feedback in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003138785-13.

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Hirson, Allen, and Robert Fawcus. "Visual feedback in the management of dysphonia." In Voice Disorders and their Management. Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2861-0_4.

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Stavan, Shah, Shah Miloni, Parmar Purvi, and Saval Pradnya. "Real-Time Object Detection with Voice Feedback." In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-88759-8_10.

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Hara, Fumiya, Yoshinari Takegawa, and Keiji Hirata. "Design and Implementation of a Voice Feedback Device for Voice Loudness Control." In Entertainment Computing – ICEC 2017. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66715-7_9.

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Anson, Chris M. "Teacher Feedback Tools." In Digital Writing Technologies in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36033-6_12.

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AbstractBefore digital technology, students submitted handwritten or typed papers to their instructor, who responded with handwritten marginal and end comments, often with the infamous “red pen” (Dukes & Albenisi, 2013). After the introduction of word processing, students typically printed out and submitted hard copies of their final drafts, on which the instructor would handwrite comments. Today, most instructors (and all who teach online) ask students to send their (digitally produced) writing as email attachments or upload them to a learning management site or other cloud-based reposito

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Jones, Mari-Ana, and Valerie Hall. "Student Voice and Student Feedback: How Critical Pragmatism Can Reframe Research and Practice." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_13.

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AbstractThis chapter recognises the diverse definitions and practices of student feedback; focussing on how student feedback can facilitate dialogue and thus contribute to the development of schools as democratic communities. Student feedback is thus positioned as a part of student voice, which has its roots in the United Nations Convention on the Rights of the Child (UNICEF, 1989). We question the ways in which schools elicit the views of students and how students’ opinions are made use of, recognising the complexities arising from power relationships (Hart, 1992), the consumerisation of educ

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Si, Mengwei, Wenwen Du, Yibo Wu, and Jiawei Chen. "Cloud-Recording Based Intelligent Feedback System of Voice Information." In Internet of Things. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32427-7_61.

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Rajasekhar Reddy, M., P. Sai Siddartha Reddy, Suthapalli Akhil Sri Harsha, and D. Vishnu Vashista. "Voice Controlled Home Automation Using Blynk, IFTTT with Live Feedback." In Lecture Notes in Networks and Systems. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0146-3_58.

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Actes de conférences sur le sujet "Voice feedback"

Zhu, Hongcheng, Zongkun Sun, Yanzhen Ren, et al. "Lombard-VLD: Voice Liveness Detection Based on Human Auditory Feedback." In 2025 IEEE Symposium on Security and Privacy (SP). IEEE, 2025. https://doi.org/10.1109/sp61157.2025.00226.

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K, Pongiannan R., Franklin J, Richard Pravin A, Marissa Maria, and Sarvottam Kumar Mishra. "Object Detection Using Deep Learning for Blind People with Voice Feedback." In 2024 International Conference on System, Computation, Automation and Networking (ICSCAN). IEEE, 2024. https://doi.org/10.1109/icscan62807.2024.10894354.

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Tripathi, Ashutosh, Apar Tyagi, Aditya Dubey, Surbhi Vijh, and Pradeep Verma. "Enhancing Virtual Yoga Training: Real-time Pose Assessment with Voice-guided Accuracy Feedback." In 2025 International Conference on Engineering, Technology & Management (ICETM). IEEE, 2025. https://doi.org/10.1109/icetm63734.2025.11051473.

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Zhang, Zhanhang, and Sakriani Sakti. "A Feedback-Driven Self-Improvement Strategy and Emotion-Aware Vocoder for Emotional Voice Conversion." In 2024 27th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2024. https://doi.org/10.1109/o-cocosda64382.2024.10800102.

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Feng, Wanchen, and Jianqiang Zhang. "Dual-Axis Voice Coil Actuator Fast Steering Mirror Model Identification and State Feedback Control." In 2024 43rd Chinese Control Conference (CCC). IEEE, 2024. http://dx.doi.org/10.23919/ccc63176.2024.10661888.

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Minera, Sergio, and Kiran George. "Voice Controlled Robotic Arm with Object Detection as a Feedback System for Visually Impaired Individuals." In 2024 IEEE 6th Eurasia Conference on Biomedical Engineering, Healthcare and Sustainability (ECBIOS). IEEE, 2024. https://doi.org/10.1109/ecbios61468.2024.10885439.

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Cabrera, Alexis B., Criselle J. Centeno, Mark Anthony S. Mercado, Julianna Angelene A. Miranda, Richard C. Regala, and John Ray M. Tenio. "Boost Your Career: Real-Time Job Analytics, Virtual Voice Feedback and Job Notification Using Collaborative Filtering Algorithms." In 2024 International Conference on Innovative Computing, Intelligent Communication and Smart Electrical Systems (ICSES). IEEE, 2024. https://doi.org/10.1109/icses63760.2024.10910875.

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Kariri, Abdulrahman, and Khaled Elleithy. "Astute Support System for Visually Impaired and Blind with Highest Intersection over Union for Object Detection and Recognition with Voice Feedback." In 2024 IEEE Long Island Systems, Applications and Technology Conference (LISAT). IEEE, 2024. https://doi.org/10.1109/lisat63094.2024.10807856.

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Medard, Muriel, Agnes H. Chan, John D. Moores, Katie L. Hall, Kristin A. Rauschenbach, and Salil A. Parikh. "Ultrafast cryptography using optical logic in reconfigurable feedback shift registers." In Voice, Video, and Data Communications, edited by V. Michael Bove, Jr., Barbara Derryberry, Clifford R. Holliday, et al. SPIE, 1998. http://dx.doi.org/10.1117/12.300905.

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Zhang, Weitong, and Chen Jiaxin. "Future automobile driving space voice interaction: adapt to the driving scenarios and user personalities." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003420.

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This paper investigates in-car voice interaction, where in-car voice assistants are becoming a common form of interaction in the car. However, voice assistants are unable to naturally perform emotional feedback based on traffic scenarios and driver state, so we explore the perspective of voice emotion in order to improve the in-car VUI experience. We designed five driving scenarios and tasks and four typical emotional voices. Participants were asked to experience each of the four emotional voice assistants in these five driving scenarios and tasks via a driving simulator and their feedback was

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Rapports d'organisations sur le sujet "Voice feedback"

Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four

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Baluga, Anthony, and Bruno Carrasco. The Role of Geography in Shaping Governance Performance. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200378.

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This paper demonstrates that good governance in one country can influence governance improvements in neighboring countries and highlights that regional political and economic cooperation can benefit institutional development across borders. Governance has a spatial dimension due to spillovers and resource flows across juridical boundaries. This paper finds that governance in a given country—manifested most clearly through voice and accountability—exhibits a positive relationship with those in neighboring countries. Feedback mechanisms are traced in that any change in the income level of a coun

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Chiang, Lisa, Mary-Anne Wallwork, and Lauren D. Terzis. Utilising a Collaborative Approach Between the Counselling and Health Clinics Teams for a Student Intern-led Wellbeing Check-in Service: A Program Evaluation. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-2-03.

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The demand for mental health support in universities is on the rise and university services are struggling to keep up. Being able to provide appropriate support and counselling services in a timely manner is crucial to support students in engaging with and managing their university studies. The Griffith University Student Health, Counselling and Wellbeing team, in collaboration with Griffith Health Clinics, has implemented a student intern-led, interdisciplinary, cross-departmental, and iterative program to support students’ wellbeing while awaiting formal counselling services. Universities ar

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Khan, Mahreen. Lessons from Adaptive Programming. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.142.

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The aim of adaptive programming (AP) is to produce adaptive, flexible, iterative, responsive, problem-driven, politically smart, locally led programmes which are effective and efficient and meet donor requirements for accountability. This is a rapid desk review of recent literature on AP including academic and grey sources. Section 2 covers the main challenges and barriers to successful implementation of AP. Key success factors are covered in Section 3. Selecting the appropriate monitoring and evaluation tools such as outcome harvesting or adapted versions of Value for Money to assist in measu

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Carter, Becky. Integrating Local Voices into Programme Governance in Fragile and Conflict-Affected Settings. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.110.

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This rapid literature review explores how local people’s views and perspectives on their concerns, needs and capabilities (beyond asking about their experiences with aid) have been integrated into the national-level governance mechanisms of humanitarian assistance and development programmes in fragile and conflict-affected settings. There is limited systematic evidence available on this topic. There are a few cases of including civil society in national-level programme or sector governance bodies; there is more documented experience of including local actors in humanitarian response coordinati

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Seferis, Louisa, Guhad Adan, Becky Carter, Kamila Hassan, and Paul Harvey. Power, Trust, and Pre-Cooked Programmes: The Accountability of ‍‍‍‍‍‍‍Social Assistance in Somalia. Institute of Development Studies, 2024. http://dx.doi.org/10.19088/basic.2024.003.

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Social assistance in Somalia has become deeply embedded in the country’s political economy and struggles with systemic diversion and corruption, which negatively affects how programmes on accountability of aid function in practice (Majid et al. 2021; Ground Truth Solutions 2023; Africa’s Voices Foundation 2022b; Loop Somalia 2023). This paper examines systems for accountability of social assistance in Somalia. It explores how and why accountability outcomes and pathways are not working for people, particularly for marginalised groups. It is based on consultations with people receiving social a

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Zeba, Mattia, Roberta Medda-Windischer, Andrea Carlà, and Alexandra Cosima Budabin. Civic Education as Preventive Measure and Inclusionary Practice. Glasgow Caledonian University, 2025. https://doi.org/10.59019/ddzh5n65.

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In the framework of the D.Rad project, WP10 – entitled Civic education as preventive measure and inclusionary practice – seeks to prevent youth radicalisation through civic education and to identify new pedagogical methods and interactive, participatory tools for building pro-social resilience to radical ideologies. We consider as ‘civic education programs’ all those initiatives of instruction that aim at affecting “people’s beliefs, commitments, capabilities, and actions as members or prospective members of communities”1, as well as foster critical thinking and promoting “civic engagement and

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Voices of Undergraduate Students Taking Introductory Statistics Courses. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/242.

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This report presents findings from a 2023-24 study by Achieving the Dream (ATD), examining the experiences of 50 undergraduate students in introductory statistics courses using Lumen One courseware. The study highlights the effectiveness of courseware features providing formative practice with feedback. It also explores how instructor involvement and course modality influence student engagement and sense of belonging, particularly among students of color. About half of the students indicated that their instructors assisted them in connecting the courseware’s content to their understanding thro

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