The aim of this study was to evaluate if a population suffering from generalized anxiety disorder could benefit from an Internet based self-help treatment guided via email contact with a therapist. The treatment was based on established cognitive behavioral principles. It was hypothesized that significant improvements would be found as measured by eight self report questionnaires, absence of a clinical diagnoses and global clinical improvement. A total of 89 participants were included and 44 were randomized to a treatment condition and 45 were assigned to a waitlist control. The controls received similar treatment after the first post treatment assessment, conducted eight weeks after the beginning or treatment of the first group. The results showed statistically significant improvements for the treatment group. No changes were observed in the waiting-list control group, with the exception of a minor decrease in depression scores. Large effect sizes were found both within the treatment group and between the two groups in favor of the treatment. In conclusion, Internet treatment can be an efficacious format for treating generalized anxiety disorder.

No description available.

The aim of this study is to illustrate the state of-the art of technical tools which allow the user to build the lexicon of a Swahili text. Different kinds of statistical information can also be extracted from the text with the aid of tailor made software. The basic operation in building the lexicon of a text is lemmatization, i. e extracting the lemma from the forms contained in the text. Once the lemma list is ready it can be converted into a list of entties, to be filled according to selected criteria.

The aim of this study was to evaluate the perceived benefits of an English language learning architecture of a preparatory language school of a private university from the current students&rsquo / , previous students&rsquo / , teachers&rsquo / and administrators&rsquo / point of view. The study investigated the reactions towards the two parts of the learning architecture designed to teach English through a blended learning system, focusing on the system&rsquo / s benefits for the students&rsquo / language skills as well as transferable skills such as computer literacy, working collaboratively, and taking responsibility for their own learning. In this case study both qualitative and quantitative data were gathered from four parties: questionnaires from current students, instructors, administrators and faculty students, classroom and language laboratory observation forms, interviews with the current students as well as with faculty students who passed the preparatory school&rsquo / s proficiency exam and were in their freshmen year, studying in their departments. The qualitative data were analyzed using a coding system and quantitative data were analyzed using SPSS and Excel. In general it can be said that there was a positive reaction towards the use of computers in the preparatory program for providing an effective platform for teaching and learning English as well as transferable skills such as computer literacy, taking responsibility for one&rsquo / s own learning and working collaboratively. The materials were found useful and there was a request for similar materials in the other levels of the program. Nevertheless, it was found that students did not really enjoy doing the materials and needed more incentives to complete them. From the instructors&rsquo / and administrators&rsquo / point of view issues of time needed to get familiar with and integrate the materials into the daily teaching, ways of integrating the materials as well as learner and teacher training emerged as a result of the study.

<p>This work concerns ethics applied to computer technology, emphasizing the use of this technology within organizations. Computer technology has created the possibility to do things not possible before, for good and bad. Ethical reasoning can be used as a tool to provide guidance, in order to create Computerized Information Systems (CIS) that are sustainable with respect to the ethical demands that can be put upon them.</p><p>If one wants to integrate ethical considerations into a CIS, it is reasonable that ethical issues should be taken account of in systems development. As a general methodology for developing a CIS, the Systems Development Life Cycle (SDLC) will be examined. The SDLC is the place and moment when it is possible to integrate ethical considerations into a CIS.</p><p>This work will focus on, and try to explain, what characteristics are necessary in order to be able to apply ethical considerations to a methodology. This is done by examining five methodologies adopting the SDLC. It will also be examined how the three major ethical theories utilitarianism, deontologism and rights ethics will affect the SDLC, and thus eventually a CIS being implemented.</p><p>The outcome of this work are that there are limited possibilities of integrating ethical considerations into methodologies adopting a hard system approach, compared to those adopting a soft one. The ethical standards of a CIS must be established early on in the SDLC. Integration of ethical issues requires a system approach to be applied in the SDLC. Participation becomes an important feature of systems development in order to adopt ethical reasoning. The different ethical theories will put different emphasis on the group or the individual in systems development.</p>

Computerized classification tests (CCT) have been used in high-stakes assessment settings where the express purpose of the testing is to assign a classification decision (e.g. pass/fail). One key feature of sequential probability ratio test-type procedures is that items are selected to maximize information around the cutscore region of the examinee ability distribution as opposed to common features of CATs where items are selected to maximize information at examinees' interim estimates. Previous research has examined the effectiveness of computerized adaptive tests (CAT) utilizing classification testing procedures a single cutscore as well as multiple cutscores (e.g. below basic/proficient/advanced). Several variations of the SPRT procedure have been advanced recently including a generalized likelihood ratio (GLR). While the GLR procedure has shown evidences of improved average test length while reasonably maintaining classification accuracy, it also introduces unnecessary error. The purpose of this dissertation was to propose and investigate the functionality of a modified GLR procedure which does not incorporate the unnecessary error inherent in the GLR procedure. Additionally this dissertation explored the use of the multiple cutscores and the use of ability-based item selection. This dissertation investigated the performance of three classification procedures (SPRT, GLR, and modified GLR), multiple cutscores, and two test lengths. An additional set of conditions were developed in which an ability-based item selection method was used with the modified GLR. A simulation study was performed to gather evidences of the effectiveness and efficiency of a modified GLR procedure by comparing it to the SPRT and GLR procedures. The study found that the GLR and mGLR procedures were able to yield shorter test lengths as anticipated. Additionally, the mGLR procedure using ability-based item selection produced even shorter test lengths than the cutscore-based mGLR method. Overall, the classification accuracy of the procedures were reasonably close. Examination of conditional classification accuracy in the multiple-cutscore conditions showed unexpectedly low values for each of the procedures. Implications and future research are discussed herein. / text

No description available.

Approximately half of Multiple Sclerosis (MS) patients experience cognitive deficits. Accessing neuropsychological assessment can be challenging due to the considerable time, expense, and expertise required for test administration. Computerized cognitive testing has been proposed as an alternative. The objective was to validate a computer generated cognitive screen for MS patients. Ninety-nine MS patients and 98 healthy controls completed the computerized battery consisting of the Stroop, Symbol Digit Modalities Test (C-SDMT), Paced Auditory Serial Addition Test (PVSAT-2, PVSAT-4), and simple and choice reaction time tests. The Minimal Assessment of Cognitive Function in MS (MACFIMS) was used to define cognitive impairment in the MS sample. A combination of the C-SDMT, PVSAT-2, PVSAT-4 had a sensitivity of 83.3% and specificity of 87.7% in detecting cognitive impairment. Each measure had good test-retest reliability (p < 0.001). High sensitivity and specificity, and brevity emphasize the usefulness of the computerized cognitive screen in busy MS clinics.

Approximately half of Multiple Sclerosis (MS) patients experience cognitive deficits. Accessing neuropsychological assessment can be challenging due to the considerable time, expense, and expertise required for test administration. Computerized cognitive testing has been proposed as an alternative. The objective was to validate a computer generated cognitive screen for MS patients. Ninety-nine MS patients and 98 healthy controls completed the computerized battery consisting of the Stroop, Symbol Digit Modalities Test (C-SDMT), Paced Auditory Serial Addition Test (PVSAT-2, PVSAT-4), and simple and choice reaction time tests. The Minimal Assessment of Cognitive Function in MS (MACFIMS) was used to define cognitive impairment in the MS sample. A combination of the C-SDMT, PVSAT-2, PVSAT-4 had a sensitivity of 83.3% and specificity of 87.7% in detecting cognitive impairment. Each measure had good test-retest reliability (p < 0.001). High sensitivity and specificity, and brevity emphasize the usefulness of the computerized cognitive screen in busy MS clinics.

No description available.