It was suggested several decades ago that computers would be the single biggest step forward in integrating people with physical disabilities into "normal" society. At that stage, much work was done in writing software and designing hardware that allowed computer operators with disabilities to use packages effectively, in certain cases as efficiently as people without disabilities. Since those days, judging by the lack of references on this subject the interest in dealing with disabled people has waned. It is only very recently that the spotlight has been focused on these potentially very productive persons. Unfortunately, the backlog is large and most existing applications software offers little or no support for users with disabilities. In this thesis, I have examined some of the hardware and software limitations of current desktop computer technology, focusing on the IBM PC and compatibles. I have also written a computer program that attempts to relieve some of the difficulties faced by a limited number of disabled users. In evaluating the results, I considered it important to relate the ensuing data with the real problems faced by a far wider spectrum of users than I attempted to cater for with the program and to suggest ways in which software products could be made to have wider applicability in the future.

No description available.

BACKGROUND: Nutrition, diet, and fitness are among the most searched health topics by internet users. Besides that, health-related internet users are diverse in their motivations and individual characteristics. However, little is known about the individual characteristics associated with the usage of nutrition, weight loss, and fitness websites. OBJECTIVE: The aim of this study was to examine the individual factors associated with the usage of nutrition, weight loss, and fitness websites. METHODS: An invitation to an online survey was published on 65 websites and discussion forums. In total, we employed data from 623 participants (aged 13 to 39 years, mean 24.11 [SD 5.26]). The measures included frequency of usage of nutrition, weight loss and fitness websites, excessive exercise, eating disorder symptomatology, internalization of the beauty ideal, weight status, and perceived online social support. Participants' data were used as predictors in a base linear regression model. RESULTS: The final model had an acceptable fit (χ210 =14.1; P=.17; root mean square error of approximation=0.03; comparative fit index=0.99; Tucker-Lewis index=0.99). Positive associations were found between usage of (1) nutrition websites and being female, higher levels of excessive exercise, and perceived online social support; (2) weight loss websites and excessive exercise, internalization, being female, eating disorder symptomatology, and being overweight or obese; and (3) fitness websites and levels of excessive exercise, internalization, and frequency of internet use. CONCLUSIONS: The results highlighted the importance of individual differences in the usage of health-related websites. / Revisón por pares

Lic.-avh. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 2 uppsatser.

Os professores, profissionais e estudantes envolvidos na educação a distância, via de regra, não dispõem de uma estrutura e de uma dinâmica para uso eficaz do ferramental tecnológico de software e sistemas disponíveis e assim aproveitar todas as suas potencialidades. O presente estudo tem como objetivo propor estrutura e dinâmica de curso para uso de ambiente virtual de aprendizagem (AVA). Para alcance deste objetivo foi desenvolvida pesquisa, de natureza metodológica, que consistiu na aplicação de conteúdos de enfermagem para oferecimento de curso on-line como uma das ações de workshop internacional para estudantes de graduação em enfermagem do Brasil e de Portugal, onde foram exploradas as principais ferramentas disponíveis no AVA Moodle. Durante o processo de construção e transformação dos conteúdos desenvolvidos em conjunto com professores e equipe técnica, foram registradas algumas etapas distintas, detectados procedimentos específicos a serem realizados por professores, estudantes e equipe técnica. Estes procedimentos, bem como as etapas, estimativas de prazos de realização das atividades, formatos para disponibilização dos conteúdos e os critérios de avaliação utilizados, foram analisados para subsidiar a criação e desenvolvimento do plano estrutural e sua dinâmica. Durante a fase de oferecimento do curso, os conteúdos foram abordados gradativamente, de acordo com cronograma previamente estabelecido, e a equipe docente foi orientada a participar das interações com estudantes e demais membros da equipe. Ao final do evento os estudantes avaliaram o sistema e conteúdos através de instrumento on-line de avaliação de usabilidade baseado em critérios ergonômicos de interface. Para concluir o processo de avaliação, foi executado registro quantitativo de acessos, através de ferramenta de registro de logs e questão dissertativa acerca das ferramentas e formatos utilizados no curso online. A análise dos resultados sinalizou pontos a serem mantidos e aspectos a serem modificados nos conteúdos e formato de utilização das ferramentas. O planejamento apresentou limitações que foram consideradas para o desenvolvimento do produto. Constatou-se também boa receptividade dos estudantes em relação ao formato utilizado. Estes sinalizaram pontos a serem aperfeiçoados. Com base na experiência de oferecimento do curso e na análise dos resultados derivou-se, como produto, uma proposta de estrutura e dinâmica de curso on-line. Este produto é composto por uma proposta de uso de AVA, com mapeamento dos processos de trabalho e diretrizes técnicas de utilização das ferramentas interativas definidas no planejamento e utilizadas para oferecimento do curso. Há necessidade de realização de pesquisas futuras com objetivo de testar o modelo proposto. / Professors, professionals and students involved in distance education often do not have a structure or dynamics available for the efficient use of software or systems in order to take advantage of all their potential as technological tools. This study proposes a course structure and dynamics to be used in a Virtual Learning Environment (VLE). For that, a methodological search was developed, which consisted of applying nursing content to be offered in an online course as one of the activities of an international workshop concerning undergraduate nursing students in Brazil and Portugal, where the main tools available in the AVA Moodle were explored. During the construction and transformation of content developed jointly with professors and the technical team, distinct stages were identified, and specific procedures to be performed by professors, students and the technical team were determined. These procedures as well as the stages, estimated timeframes for performing the activities, format to present content and the evaluation criteria used were analyzed to support the creation and development of the structural plan and its dynamics. Content was gradually addressed throughout the course according to a previously established schedule. The team of professors was prepared to interact with students and remaining team members. At the end of the course, the students evaluated the system and content via an online evaluation usability instrument based on ergonomic criteria evaluating interface. To conclude the evaluation process, a quantitative recording of accesses was performed through a log registration tool and through an essay addressing the tools and formats used in the online course. The results indicated those aspects to be kept and those to be changed in relation to content and the format of tools. Planning presented limitations that were considered in product development. There was good receptivity from students in relation to the format, though they indicated aspects to be improved. The product that resulted from the experience of offering an online course and the analysis of results was a proposal of an online course\'s structure and dynamics. This product is composed of a proposal of AVA use with a map of working processes and technical guidelines concerning the use of interactive tools defined in the planning and that will be used to offer the course. Further research to test the proposed model is needed.

Com o aumento da acessibilidade à tecnologia, programas de reabilitação para pessoas com paralisia cerebral (PC) usam cada vez mais ambientes de realidade virtual para melhorar o desempenho e a prática motora. Sendo assim, é importante verificar se a melhoria de desempenho em uma tarefa praticada em ambiente com característica virtual pode ser observado quando esta mesma tarefa for praticada em ambiente com característica real. Para analisar esta questão, foram avaliadas 64 pessoas, das quais 32 com PC e 32 com desenvolvimento típico (DT), ambos os grupos submetidos a duas tarefas de timing coincidente: a) tarefa em ambiente com característica real (com contato físico), na qual era necessário \"interceptar\" um objeto virtual que se movimentava na tela do computador, e no momento em que este objeto chegasse ao ponto de interceptação as pessoas deveriam pressionar a barra de espaço no teclado; b) tarefa em ambiente com característica virtual (sem contato físico), na qual as pessoas foram instruídas a \"interceptar\" o objeto virtual, fazendo um movimento com a mão sob uma webcam (ambiente virtual). Os resultados indicaram que as pessoas com PC apresentaram menor acurácia do que as pessoas com desenvolvimento típico, no entanto melhoraram seu desempenho durante a tarefa. É importante ressaltar que os resultados também mostraram que depois de praticar a tarefa sem contato físico, o desempenho das pessoas com PC na tarefa com contato físico manteve-se pior do que o desempenho de pessoas que praticaram a primeira tarefa com contato físico. Podemos concluir que a utilização de ambientes virtuais para reabilitação motora em pessoas com PC deve ser considerada com cautela, já que o ambiente em que a tarefa é realizada apresenta implicações importantes na aprendizagem desta população / With the growing accessibility of computer-assisted technology, rehabilitation programs for individuals with cerebral palsy (CP) increasingly use virtual reality environments to enhance motor practice. Thus, it is important to examine whether performance improvements in the virtual environment generalize to the natural environment. To examine this issue, we had 64 individuals, 32 of which were individuals with CP and 32 typically developing individuals, practice two coincidence-timing tasks. In the more tangible button-press task, the individuals were required to \'intercept\' a falling virtual object at the moment it reached the interception point by pressing a key. In the more abstract, less tangible task, they were instructed to \'intercept\' the virtual object by making a hand movement in a virtual environment. The results showed that individuals with CP timed less accurate than typically developing individuals, especially for the more abstract task in the virtual environment. The individuals with CP did -as did their typically developing peers- improve coincidence timing with practice on both tasks. Importantly, however, these improvements were specific to the practice environment, there was no transfer of learning. It is concluded that the implementation of virtual environments for motor rehabilitation in individuals with CP should not be taken for granted but needs to be considered carefully

Leung, Yiu Cho Joseph. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 116-118). / Abstracts in English and Chinese. / LIST OF ABBREVIATIONS --- p.viii / LIST OF TABLES --- p.xiii / LIST OF FIGURES --- p.xv / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter CHAPTER 2: --- VIRTUAL PATIENT AND IT USES AROUND THE WORLD --- p.5 / Chapter 2.1: --- Introduction --- p.5 / Chapter 2.2: --- Advantages of Virtual Patient --- p.6 / Chapter 2.2.1: --- Improved Access to Learning Material --- p.6 / Chapter 2.2.2: --- Development of Higher Order Learning Skills --- p.6 / Chapter 2.2.3: --- Provide an Environment for Safe Practice --- p.7 / Chapter 2.2.4: --- Efficient Use of Teacher's Time --- p.7 / Chapter 2.2.5: --- Teach Interdisciplinary Care --- p.7 / Chapter 2.2.6: --- Used for Assessment --- p.8 / Chapter 2.3: --- Categorizing Virtual Patients --- p.8 / Chapter 2.4: --- Virtual Patient Authoring System --- p.9 / Chapter 2.5: --- Virtual Patients Authoring Systems around the World --- p.10 / Chapter 2.5.1: --- Introduction --- p.10 / Chapter 2.5.2: --- The CASUS System --- p.10 / Chapter 2.5.3: --- The CAMPUS System --- p.10 / Chapter 2.5.4: --- Web-SP --- p.11 / Chapter 2.5.5: --- OpenLabyrinth --- p.11 / Chapter 2.5.6: --- vpSim --- p.12 / Chapter 2.5.7: --- Others Centres Using VPs --- p.12 / Chapter CHAPTER 3: --- FORMATIVE ASSESSMENT CASES STUDIES --- p.13 / Chapter 3.1: --- History of FACS --- p.13 / Chapter 3.2: --- FACS Authoring System --- p.13 / Chapter 3.3: --- Teaching and Learning Resources Centre --- p.16 / Chapter CHAPTER 4: --- ANAESTHESIA TEACHING IN CUHK --- p.18 / Chapter 4.1: --- Introduction --- p.18 / Chapter 4.2: --- E-learning in Anaesthesia in CUHK --- p.19 / Chapter 4.2.1: --- Introduction: --- p.19 / Chapter 4.2.2: --- Preoperative Assessment FACS --- p.19 / Chapter 4.2.3: --- Storyline Virtual Patient --- p.23 / Chapter 4.3: --- Preparing the VPs --- p.27 / Chapter 4.3.1: --- Introduction --- p.27 / Chapter 4.3.2: --- Focus Group Interview --- p.28 / Chapter 4.3.3: --- Summary of Findings --- p.29 / Chapter 4.4.1: --- Methods --- p.29 / Chapter 4.4.2: --- Results --- p.31 / Chapter 4.4.2.1: --- Student Usage --- p.31 / Chapter 4.4.2.2: --- Surveys --- p.32 / Chapter CHAPTER 5: --- ACUTE PAIN MANAGEMENT VIRTUAL PATIENTS --- p.37 / Chapter 5.1: --- Introduction --- p.37 / Chapter 5.2: --- Acute Pain Management FACS --- p.38 / Chapter 5.3: --- Storyline Virtual Patient Chapter 6 --- p.40 / Chapter CHAPTER 6: --- COMPARING FACS AND SL-VP ON APM (2009-2010) --- p.41 / Chapter 6.1: --- Introduction --- p.41 / Chapter 6.2: --- Study Design --- p.42 / Chapter 6.2.1: --- Background Information --- p.42 / Chapter 6.2.2: --- Research Plan --- p.43 / Chapter 6.3: --- Hypothesis --- p.44 / Chapter 6.4: --- Module MCQ Examination --- p.44 / Chapter 6.4.1 --- Administration of Test: --- p.44 / Chapter 6.4.2 --- IDEAL Programme: --- p.46 / Chapter 6.5: --- Module MEQ Examination --- p.51 / Chapter 6.6: --- Final MEQ Examination --- p.52 / Chapter 6.7: --- Login Data --- p.52 / Chapter 6.8: --- Survey --- p.53 / Chapter 6.9: --- Student-Teacher Questionnaire --- p.53 / Chapter 6.10: --- Results and Findings --- p.54 / Chapter 6.10.1: --- Introduction --- p.54 / Chapter 6.10.2 --- Module MCQ Examination --- p.55 / Chapter 6.10.2.1: --- Result --- p.55 / Chapter 6.10.2.2: --- Discussion --- p.58 / Chapter 6.10.3: --- Module MEQ Examination --- p.59 / Chapter 6.10.3.1: --- Result --- p.59 / Chapter 6.10.3.2: --- Discussion --- p.61 / Chapter 6.10.4.1: --- Result --- p.62 / Chapter 6.10.4.2: --- Discussion --- p.67 / Chapter 6.10.5: --- Login Time --- p.68 / Chapter 6.10.5.1: --- Result --- p.68 / Chapter 6.10.5.2: --- Discussion --- p.69 / Chapter 6.10.6: --- Survey --- p.70 / Chapter 6.10.6.1: --- Usage --- p.70 / Chapter 6.10.6.2: --- E-Learning Material from Anaesthesia Department --- p.71 / Chapter 6.10.6.3: --- Comparisons between FACS and SL-VP --- p.72 / Chapter 6.10.6.4: --- Improving Students for their Future Role as Surgical House Officers --- p.73 / Chapter 6.10.6.5: --- Students' opinion on teaching methods --- p.74 / Chapter 6.10.6.6: --- Free text comments --- p.74 / Chapter 6.10.6.7: --- Discussion --- p.75 / Chapter 6.10.7: --- Student-Teacher Questionnaire --- p.77 / Chapter 6.10.7.1: --- Result --- p.77 / Chapter 6.11: --- Discussion --- p.78 / Chapter 6.11.1: --- VPs on students' examination outcome --- p.78 / Chapter 6.11.2: --- Comparing between FACS and SL-VP --- p.79 / Chapter 7.1: --- Introduction --- p.82 / Chapter 7.2: --- Study Design --- p.82 / Chapter 7.3: --- Research Plan --- p.83 / Chapter 7.3.1: --- Module MCQ Examination --- p.84 / Chapter 7.3.2: --- Module MEQ Examination --- p.84 / Chapter 7.3.3: --- Final MEQ Examination --- p.84 / Chapter 7.4: --- Hypothesis --- p.85 / Chapter 7.5: --- Result and Findings --- p.85 / Chapter 7.5.1: --- Introduction --- p.85 / Chapter 7.4.2: --- Module MCQ Examination --- p.85 / Chapter 7.4.2.1: --- Result --- p.85 / Chapter 7.4.2.2: --- Discussion --- p.88 / Chapter 7.4.3: --- Module MEQ Examination --- p.89 / Chapter 7.4.3.1: --- Result --- p.89 / Chapter 7.4.3.2: --- Discussion --- p.90 / Chapter 7.4.4: --- Final MEQ Examination --- p.91 / Chapter 7.4.4.1: --- Result --- p.91 / Chapter 7.4.4.2: --- Discussion --- p.92 / Chapter 7.5: --- Conclusion --- p.93 / Chapter CHAPTER 8: --- SUMMARY AND CONCLUSION --- p.94 / Chapter 8.1: --- Summary of thesis --- p.94 / Chapter 8.2: --- Limitation --- p.94 / Chapter 8.3: --- Conclusion --- p.95 / APPENDIX --- p.96 / REFERENCES --- p.116

Introdução: A Esclerose Lateral Amiotrófica (ELA) é uma neuronopatia de curso progressivo, caracterizada pela morte dos neurônios motores superiores e inferiores. Devido a rápida progressão da doença e ao aparecimento dos sintomas de incapacidade funcional os indivíduos com ELA buscam uma forma alternativa de comunicação e interação. Com isso, o desenvolvimento tecnológico utilizando programas de realidade virtual com ajuda de dispositivos de interação pode viabilizar mais função e auxiliar indivíduos com ELA a obter autonomia, independência, melhor qualidade de vida e inclusão. Objetivo: Identificar qual dispositivo de interação virtual é melhor para propiciar desempenho e funcionalidade em uma tarefa de realidade virtual para indivíduos com ELA. Método: Participaram do estudo 30 indivíduos que formaram o grupo ELA e 30 indivíduos com desenvolvimento típico que formaram o grupo controle, com idade entre 44 a 74 anos, pareados por idade e sexo. A tarefa utilizada, foi um jogo no computador, que consiste em estourar o maior número de bolhas possíveis durante 30 segundos. Os indivíduos foram separados em 3 grupos, cada qual utilizando uma interface diferente (Kinect, Leap Motion Controller ou Touchscreen) na fase de aquisição e retenção da tarefa. Após essas fases, foi realizada a fase de transferência com a troca de dispositivos e assim todos os grupos tiveram contato com todas as interfaces. Para análise estatística utilizou-se o número de bolhas alcançadas para cada participante, durante as fases de aquisição, retenção e transferências. Resultados: Todos os participantes, tanto do grupo ELA como do grupo controle, apresentaram melhor performance motora na utilização do dispositivo Touchscreen, porém o grupo ELA apresentou desempenho inferior com a prática de todos os dispositivos. A prática com o dispositivo Touchscreen não permitiu a transferência para os dispositivos Leap Motion Controller e Kinect, isso significa que a prática com dispositivo de característica mais real (Touchscreen) não permitiu a transferência para os dispositivos com características mais virtuais (Kinect® e Leap Motion Controller®), porém considerando a prática com os dispositivos virtuais essa transferência ocorre. Conclusão: O trabalho apresenta um avanço na compreensão de dispositivos apropriados para a utilização na reabilitação da funcionalidade de indivíduos com ELA. O dispositivo Touchscreen foi o que apresentou melhor desempenho funcional para essa população, podendo oferecer mais funcionalidades para os indivíduos na execução de tarefas virtuais / Introdution: Amyotrophic Lateral Sclerosis (ALS) is a progressive course of neuronopathy, characterized by the motor neurons death (MN) upper and lower. Due to rapid disease progression and the onset of symptoms of functional disability individuals with ALS seek an alternative form of communication and interaction. Technological development using virtual reality programs with the help of interaction devices can offer more function and assist individuals with ALS to obtain autonomy, independence, quality of life and inclusion. Objective: to identify which low-cost non-immersive interaction device, using a virtual task, is better for providing performance and functionality for individuals with ALS. Method This is an analytical cross-sectional study. A total of 60 people participated in this study, 30 individuals with ALS (18 men and 12 women, mean age = 59 years, range 44-74 years), while 30 people with normal development that were matched for age and gender with individuals with ALS formed the control group. The task used was a computer game, which consists of blowing the largest possible number of bubbles for 30 seconds. The subjects were divided into 3 groups, each using a different interface (Kinect®, Leap Motion Controller® or Touchscreen) in the task acquisition and retention stage. After these phases was carried out the transfer phase with the switching devices, then all groups had contact with all interfaces. For statistical analysis we used the number of bubbles achieved for each participant during the phases of acquisition, retention and transfer. Results: All participants, both the ALS group, both the control group showed better motor performance in the use of the Touchscreen device, but the ALS group had underperformed the practice of all devices. Practice with the touchscreen device did not allow the transfer to the Leap Motion Controller® and Kinect® devices, this means that the practice more real feature device (Touchscreen) did not allow the transfer to devices with more virtual features (Kinect® and Leap Motion controller®), but considering the practice with virtual devices that transfer occurs. Conclusion: This work presents a breakthrough in the understanding of appropriate devices for use in the rehabilitation of people with ALS functionality. The Touchscreen device showed the best functional performance for this population and can offer more features for individuals in executing virtual tasks

Diss. (sammanfattning) Linköping : Linköpings universitet, 2009. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.