SWiM: A Simple Window Mover

As computers become more ubiquitous, traditional two-dimensional interfaces must be replaced with interfaces based on a three-dimensional metaphor. However, these interfaces must still be as simple and functional as their two-dimensional predecessors. This paper introduces SWiM, a new interface for moving application windows between various screens, such as wall displays, laptop monitors, and desktop displays, in a three-dimensional physical environment. SWiM was designed based on the results of initial "paper and pencil" user tests of three possible interfaces. The results of these tests led to a map-like interface where users select the destination display for their application from various icons. If the destination is a mobile display it is not displayed on the map. Instead users can select the screen's name from a list of all possible destination displays. User testing of SWiM was conducted to discover whether it is easy to learn and use. Users that were asked to use SWiM without any instructions found the interface as intuitive to use as users who were given a demonstration. The results show that SWiM combines simplicity and functionality to create an interface that is easy to learn and easy to use.Comment: 7 pages, 4 figure

Before You Wade In, Learn to Swim

https://digitalcommons.cwu.edu/government_posters/1104/thumbnail.jp

Stress-induced reduction of dorsal striatal D2 dopamine receptors prevents retention of a newly acquired adaptive coping strategy

The inability to learn an adaptive coping strategy in a novel stressful condition leads to dysfunctional stress coping, a marker of mental disturbances. This study tested the involvement of dorsal striatal dopamine receptors in the dysfunctional coping with the Forced Swim test fostered by a previous experience of reduced food availability. Adult male mice were submitted to a temporary (12 days) reduction of food availability [food-restricted (FR)] or continuously free-fed (FF). Different groups of FF and FR mice were used to evaluate: (1) dorsal striatal mRNA levels of the two isoforms of the dopamine D2 receptor (D2S, D2L). (2) Forced Swim-induced c-fos expression in the dorsal striatum; (3) acquisition and 24 h retention of passive coping with Forced Swim. Additional groups of FF mice were tested for 24 h retention of passive coping acquired during a first experience with Forced Swim immediately followed by intra-striatal infusion of vehicle or two doses of the dopamine D2/D3 receptors antagonist sulpiride or the D1/D5 receptors antagonist SCH23390. Previous restricted feeding selectively reduced mRNA levels of both D2 isoforms and abolished Forced Swim-induced c-fos expression in the left Dorsolateral Striatum and selectively prevented 24 h retention of the coping strategy acquired in a first experience of Forced Swim. Finally, temporary blockade of left Dorsolateral Striatum D2/D3 receptors immediately following the first Forced Swim experience selectively reproduced the behavioral effect of restricted feeding in FF mice. In conclusion, the present results demonstrate that mice previously exposed to a temporary reduction of food availability show low striatal D2 receptors, a known marker of addiction-associated aberrant neuroplasticity, as well as liability to relapse into maladaptive stress coping strategies. Moreover, they offer strong support to a causal relationship between reduction of D2 receptors in the left Dorsolateral Striatum and impaired consolidation of newly acquired adaptive coping

Swim or Sink: the predicament of the Fiji economy

In announcing the revised Fiji budget for 2007, the Interim Finance Minister claimed that there was little choice for the economy but to swim, or else it would sink. This survey endorses the Interim Minister's view that the prevailing economic problems are the cumulative outcome of decades of poor economic management but disagrees with his conclusion that the only options are 'swimming' or 'sinking'. Much like the previous three coups, the December 2006 coup exacerbated an economic decline that was well under way when the current administration took office. Each coup, moreover, has on average wiped off three years of economic progress. Hard choices have to be made, and the Interim Government has to learn to swim out of the economic turbulence created by the last coup. Failing that, the administration could 'just float', but is more likely to be sucked into an economic crisis that will draw many more into poverty. Learning to swim will entail restoring political stability, improving governance, and charting a clear and quick path to democratic rule

Swimming Lessons

It was time to learn to swim

Learn to Swim--Beach Toys Won\u27t Save You

https://digitalcommons.cwu.edu/government_posters/1099/thumbnail.jp

Closing Racial Disparity by Dismantling Constructs of Fear - A Practical Methodology for Learning to Swim

African American, Black, Hispanic, Latino, and low-socioeconomic communities have lower swimming ability and higher relative drowning rates than White and high-socioeconomic communities, distinguishing the former as high-priority populations to engage with effective learn-to-swim programming. This article demonstrates how prioritizing the reduction of fear-producing brain processes while learning to swim can result in 79.5% of high-priority population non-swimmers being able to jump into deep water, roll onto their backs and either float or tread for 60 seconds, and swim 25 yards after an average of 14 practice sessions. Practical explanations of four key components— water exploration, structured games, emulating coaches, and water safety education—are provided. Three real-world programming examples detail how the curriculum was structured and results for (1) a youth learn-to-swim program, (2) a high school program, and (3) a weekly day camp program

Don\u27t Let the Water Buffalo You: Learn to Swim

https://digitalcommons.cwu.edu/government_posters/1105/thumbnail.jp

Look, Ma, He\u27s Reading

You learn to swim by swimming. You learn to sing by singing. You learn to drive a car by driving. The same truth holds for reading; you learn to read by reading, to really read that is, not merely to pronounce words. Why, then, don\u27t we as teachers spend more time and effort leading children to the joys and habits of reading—volunteer reading for fun, for recreation, for sheer enjoyment

Racialised Perceptions and Coaching Approaches Among White Learn-To-Swim Instructors in the South African Context

Considerable amounts of research, including research in psychology, has been produced to better understand the social constructions, dynamics, and relations of ‘race’, generally, and whiteness, in particular, within the field of sport. This study continues in this vein by critically examining the ways in which whiteness and, with it, racialised forms of prejudice can become implicated in water safety and the development of swimming skills, within the context of the learn-to-swim environment. This study specifically aims to explore how whiteness is (re)produced through, and (re)productive of, the perspectives of a sample of white South African learn-to-swim instructors by examining their racialised perceptions and constructions of swimmers of colour and, in particular, their abilities in learning to swim. To this effect, six white learn-to-swim instructors from a swim school in Gauteng Province, South Africa, were recruited and participated in one-on-one, face-to-face, unstructured, individual interviews. The data was analysed using a thematic analysis, underpinned by a theoretical framework of social constructionism and critical whiteness studies. The predominant themes that arose from this study include: (1) stereotypes by white learn-to-swim instructors surrounding the challenges that people of colour (PoC) appear to have when learning to swim swim as a result of fear, physiology, and issues around access; (2) whiteness in the form of comparing swimmers of colour to the ‘standard of whiteness’, white privilege and subtle forms of whiteness; (3) racial colour-blindness, and structural-institutional suggestions in order to make swimming and learn-to-swim more accessible to PoC and to assist in promoting water safety and swimming skills. Furthermore, two integrated themes emerged from the main themes, namely: (1) the understandings of race and (2) racialised coaching approaches. The value of this study lies in presenting initial insights into the ways that race, broadly, and swimmers of colours, more specifically, are perceived and socially constructed through the perspectives and coaching approaches of white learn-to-swim instructors. In doing so, the study attempts to understand the ways in which black subjectivities and black bodies are perceived and constructed, through the lens of whiteness and the perspective of the white gaze, in relation to water and, ultimately, how both explicit and implicit racialised prejudices continue to be (re)produced in learn-to-swim spaces and coaching approaches.Mini Dissertation (MA (Counselling Psychology))--University of Pretoria, 2021.PsychologyMA (Counselling Psychology)Unrestricte