Assessment of a six-week computer-based remediation program for social cognition in chronic schizophrenia

Background: Programs to remediate cognitive deficits have shown promising results in schizophrenia, but remediation of social cognition deficits is less well understood. Social cognitive deficits may cause more disability than the widely recognized neurocognitive deficits, suggesting that this is an area worthy of further investigation. Aim: Implement and evaluate a brief computerized cognitive remediation program designed to improve memory, attention, and facial affect recognition (FAR) in outpatients with chronic schizophrenia.

Methods: Baseline assessments of FAR and of clinical, cognitive, and psychosocial functioning were completed on 20 males with schizophrenia enrolled in an outpatient rehabilitation program at the Shanghai Mental Health Center (the intervention group) and on 20 males with schizophrenia recruited from among regular outpatients at the Center (the control group). Both groups received treatment as usual, but the intervention group also completed an average of 12.7 sessions of a computer-based remediation program for neurocognitive, social, and FAR functioning over a 6-week period. The baseline measures were repeated in both groups at the end of the 6-week trial.

Results: There were no statistically significant differences in the changes in clinical symptoms (assessed by the Positive and Negative Syndrome Scale, PANSS) or cognitive measures (assessed using the Hong Kong List Learning Test and the Letter-Number Sequencing Task) between the intervention and control groups over the 6-week trial, but there were modest improvements on the PANSS for the intervention group between baseline and after the intervention. There was a significantly greater improvement in the social functioning measure (the Personal and Social Performance scale, PSP) in the intervention group than in the control group. The pre-post change in the total facial recognition score in the intervention group was statistically significant (paired t-test=-2.60, p=0.018), and there was a statistical trend of a greater improvement in facial recognition in the intervention group than in the control group (F(1,37)=2.93; p=0.092).

Conclusions: Integration of FAR training with a short, computer-administrated cognitive remediation program may improve recognition of facial emotions by individuals with schizophrenia, and, thus, improve their social functioning. But more work on developing the FAR training modules and on testing them in larger, more diverse samples will be needed before this can be recommended as a standard part of cognitive remediation programs.

An investigation into using SAP-PS as a multidimensional project control system (MPCS)

This paper investigates the effectiveness of using a corporate enterprise resource planning (ERP) system as a multi-dimensional project control system (MPCS) to monitor and control the work performed on projects, meet the needs and expectations of the project managers and support the requirements of other key stakeholders. A qualitative approach i.e. case study interviews and literature review accompanied by a quantitative computer system validation test approach was deployed. The results from this study suggest that the corporate ERP system is effective at monitoring and controlling the project stakeholder success criteria within a fully integrated environment. The system does however need to be setup and configured for the purpose of MPCS. This study contributes to the field by providing empirical evidence that corporate ERP systems are likely one of the only systems truly capable of solving the age old problem of how to expand the traditional singular dimensional approaches commonly used in project control, thus multiple control dimensions are integrated with each other and other business systems to form a multi-dimensional project control system.

Development and evaluation of a computer-based, self-management tool for people recently diagnosed with type 2 diabetes

Aim. The purpose of this study was to develop and evaluate a computer-based, dietary, and physical activity self-management program for people recently diagnosed with type 2 diabetes. Methods. The computer-based program was developed in conjunction with the target group and evaluated in a 12-week randomised controlled trial (RCT). Participants were randomised to the intervention (computer-program) or control group (usual care). Primary outcomes were diabetes knowledge and goal setting (ADKnowl questionnaire, Diabetes Obstacles Questionnaire (DOQ)) measured at baseline and week 12. User feedback on the program was obtained via a questionnaire and focus groups. Results. Seventy participants completed the 12-week RCT (32 intervention, 38 control, mean age 59 (SD) years). After completion there was a significant between-group difference in the "knowledge and beliefs scale" of the DOQ. Two-thirds of the intervention group rated the program as either good or very good, 92% would recommend the program to others, and 96% agreed that the information within the program was clear and easy to understand. Conclusions. The computer-program resulted in a small but statistically significant improvement in diet-related knowledge and user satisfaction was high. With some further development, this computer-based educational tool may be a useful adjunct to diabetes self-management. This trial is registered with clinicaltrials.gov NCT number NCT00877851.

Achieving simple, secure and efficient hierarchical access control in cloud computing

Access control is an indispensable security component of cloud computing, and hierarchical access control is of particular interest since in practice one is entitled to different access privileges. This paper presents a hierarchical key assignment scheme based on linear-geometry as the solution of flexible and fine-grained hierarchical access control in cloud computing. In our scheme, the encryption key of each class in the hierarchy is associated with a private vector and a public vector, and the inner product of the private vector of an ancestor class and the public vector of its descendant class can be used to derive the encryption key of that descendant class. The proposed scheme belongs to direct access schemes on hierarchical access control, namely each class at a higher level in the hierarchy can directly derive the encryption key of its descendant class without the need of iterative computation. In addition to this basic hierarchical key derivation, we also give a dynamic key management mechanism to efficiently address potential changes in the hierarchy. Our scheme only needs light computations over finite field and provides strong key indistinguishability under the assumption of pseudorandom functions. Furthermore, the simulation shows that our scheme has an optimized trade-off between computation consumption and storage space.

Shifting practices and frames: literacy, learning and computer games

Digital culture and the online world have profound implications for contemporary notions of literacy, learning and curriculum. The increasing integration of digital culture and technologies into young people’s lives reflects the energy and excitement offered by online worlds. Online forms of text and communication are shaping students’ experience of the world, including expectations and experiences about learning and literacy. While print literacies remain important, for schools to prepare students to participate in critical and agential ways in the contemporary and future world, they need also to teach them to be fully literate in digital and multimodal literacies, and at ease and in control in the online world. Computer games, and other forms of digital games, teach and exemplify multimodal forms of literacy. Schools can capitalize on their potential and work with them productively. Doing so however, entails recognizing the messy complexity of schooling, and the practicalities of classroom lives. This chapter reports on a three year project in five schools concerned with literacy and computer games, and discusses the important role of teachers as on-the- ground leaders in pioneering new conceptions of literacy, and of curriculum change, and the importance of school structures and support to enable such change to happen.