Enabling computer access: Introduction to the Test of Mouse Proficiency

As the use of technological devices in everyday environments becomes more prevalent, it is clear that access to these devices has become an important aspect of occupational performance. Children are increasingly required to competently manipulate technology such as the computer to fulfil occupational roles of student and player. Occupational therapists are in a position to facilitate the successful interface between children and standard computer technologies. The literature has supported the use of direct manipulation interfaces in computing that requires mastery of devices such as the mouse. Identification of children likely to experience difficulties with mouse use will inform the development of appropriate methods of intervention promoting mouse skill and further enhance participation in occupational tasks. The aim of this paper is to discuss the development of an assessment of mouse proficiency for children. It describes the construction of the assessment, the content of the test, and its content validity.

Free field and parafermionic realizations of twisted su(3)(k)((2)) current algebra

Free field and twisted parafermionic representations of twisted su(3)(k)((2)) current algebra are obtained. The corresponding twisted Sugawara energy-momentum tensor is given in terms of three (beta, gamma) pairs and two scalar fields and also in terms of twisted parafermionic currents and one scalar field. Two screening currents of the first kind are presented in terms of the free fields.

Integrability and exact solution for coupled BCS systems associated with the su(4) Lie algebra

We introduce an integrable model for two coupled BCS systems through a solution of the Yang-Baxter equation associated with the Lie algebra su(4). By employing the algebraic Bethe ansatz, we determine the exact solution for the energy spectrum. An asymptotic analysis is conducted to determine the leading terms in the ground state energy, the gap and some one point correlation functions at zero temperature. (C) 2002 Published by Elsevier Science B.V.

Prediction of coal ash fusion temperatures with the F*A*C*T thermodynamic computer package

This paper outlines research on the processes taking place within the coal mineral matter at high temperatures and development of the relationship between ash fusion temperatures (AFT) and phase equilibria of the coal ash slags. A new thermodynamic database for the Al-Ca-Fe-O-Si system developed by the author was used in conjunction with the thermodynamic computer package F*A*C*T for these purposes. In addition, high temperature experimental studies were undertaken that involved heat treatment and quenching of the ash cones followed by the analyses using different techniques. The study provided new information on the processes taking place during AFT test and demonstrated the validity of the AFTs predictions with F*A*C*T. Examples of practical applications of the AFT prediction method are given in the paper. The results of this study are important not only for the AFT predictions, but also in general for the application of phase equilibrium science to the characterisation of the coal mineral matter interactions at high temperature. (C) 2002 Elsevier Science Ltd. All rights reserved.

The expression of conflict in computer-mediated and face-to-face groups

This study integrated the research streams of computer-mediated communication (CMC) and group conflict by comparing the expression of different types of conflict in CMC groups and face-to face (FTF) groups over time. The main aim of the study was to compare the cues-filtered-out approach against the social information processing theory A laboratory study was conducted with 39 groups (19 CMC and 20 FTF) in which members were required to work together over three sessions. The frequencies of task, process, and relationship conflict were analyzed. Findings supported the social information processing theory. There was more process and relationship conflict in CMC groups compared to FTF groups on Day 1. However, this difference disappeared on Days 2 and 3. There was no difference between CMC and FTF groups in the amount of task conflict expressed on any day.

Principles versus artifacts in computer science curriculum design

Computer Science is a subject which has difficulty in marketing itself. Further, pinning down a standard curriculum is difficult-there are many preferences which are hard to accommodate. This paper argues the case that part of the problem is the fact that, unlike more established disciplines, the subject does not clearly distinguish the study of principles from the study of artifacts. This point was raised in Curriculum 2001 discussions, and debate needs to start in good time for the next curriculum standard. This paper provides a starting point for debate, by outlining a process by which principles and artifacts may be separated, and presents a sample curriculum to illustrate the possibilities. This sample curriculum has some positive points, though these positive points are incidental to the need to start debating the issue. Other models, with a less rigorous ordering of principles before artifacts, would still gain from making it clearer whether a specific concept was fundamental, or a property of a specific technology. (C) 2003 Elsevier Ltd. All rights reserved.

Assessing childrens competence in computer interactions: Preliminary reliability and validity of the test of mouse proficiency

The Test of Mouse Proficiency (TOMP) was developed to assist occupational therapists and education professionals assess computer mouse competency skills in children from preschool to upper primary (elementary) school age. The preliminary reliability and validity of TOMP are reported in this paper. Methods used to examine the internal consistency, test-retest reliability, and criterion- and construct-related validity of the test are elaborated. In the continuing process of test refinement, these preliminary studies support to varying degrees the reliability and validity of TOMP. Recommendations for further validation of the assessment are discussed along with indications for potential clinical application.

An evaluation of active lecturing in a computer networks course

The article describes an attempt to improve student learning outcomes in a computer networks course by making lectures more active learning experiences. Quick quizzes, group and individual exercises, the review of student questions, as well as multiple breaks, were incorporated into the weekly three-hour lectures. Student responses to the modified lectures was overwhelmingly positive: over 85% of respondents agreed that the lectures aided understanding, with large majorities of the respondents finding the individual activities useful to their learning. Although student examination performance improved over the previous year, performance on an examination question that was designed to examine deep understanding remained unchanged.

Desempenho acadêmico e sistema de cotas : um estudo sobre o rendimento dos alunos cotistas e não cotistas da Universidade Federal do Espirito Santo

A adoção da ação afirmativa denominada cotas nas universidades federais - reserva de vagas para estudantes que tenham cursado integralmente o ensino médio em escolas públicas - continua sendo polêmica, mesmo após a sanção da Lei nº.12.711 de 2012, o que torna oportuna a contribuição aos estudos a respeito da utilização desse sistema nas universidades públicas brasileiras. Este trabalho teve por objetivo estudar o desempenho acadêmico de alunos cotistas do Centro de Ciências Jurídicas e Econômicas e do Centro Tecnológico da Universidade Federal do Espírito Santo – UFES, no período de 2008 a 2013, considerando as duas entradas anuais nos referidos cursos. O presente estudo analisou o aproveitamento acadêmico dos alunos de 15 cursos de graduação ofertados pelos Centros nominados buscando saber em quais cursos e disciplinas existem diferenças significativas de desempenho, a partir do coeficiente de rendimento acadêmico (CRA) e da média final das disciplinas cursadas por alunos cotistas e não cotistas, visando a propor ações institucionais para a redução dessas diferenças. Na pesquisa, de caráter quantitativo, utilizou-se o método estatístico de análise de variância ANOVA. A partir das análises realizadas foi possível inferir a existência de diferenças de rendimento nos cursos de engenharia,principalmente em disciplinas de cálculo e álgebra. O curso de Direito, por sua vez, apresentou diferença significativa de desempenho, não obstante as médias não estarem abaixo do índice necessário para a aprovação. Quando a comparação é feita considerando o sexo, verificou-se no curso de Ciências Econômicas e Ciências da Computação uma disparidade significativa de rendimento em favor dos alunos do sexo feminino cotistas em detrimento dos não cotistas do mesmo sexo.