Touch Typing Tutor for visually impaired children and young people

Touch Typing Tutor is a software programme which was designed to assist teaching touch typing skills to visually impaired children. It was first designed and written in the 1990s by Graeme Douglas and Alan Gamble and then updated in 2000 and is now available as freeware. The programme was specially designed to meet the needs of visually impaired people (in particular children and young people). For example, it provides the means to set up different colours, dimensions and fonts for the exercise text displayed, and has speech capability. These features make it possible for Touch Typing Tutor to be operated independently by the learner. This program is easy to use, with a full set of touch typing exercises supplied. Additional exercises can easily be created using any text editor which is capable of writing plain ASCII files (e.g. the Windows 'Notepad'), and organised into lessons. This means that you are able to use Touch Typing Tutor to teach according to the scheme of your choice - no particular approach is built into the program itself - even replacing the entire suite of lessons with your own if you wish. The software has been used extensively in the UK as well as other parts of the world (particularly Africa)

A 96-Channel FPGA-based Time-to-Digital Converter

We describe an FPGA-based, 96-channel, time-to-digital converter (TDC) intended for use with the Central Outer Tracker (COT) in the CDF Experiment at the Fermilab Tevatron. The COT system is digitized and read out by 315 TDC cards, each serving 96 wires of the chamber. The TDC is physically configured as a 9U VME card. The functionality is almost entirely programmed in firmware in two Altera Stratix FPGA's. The special capabilities of this device are the availability of 840 MHz LVDS inputs, multiple phase-locked clock modules, and abundant memory. The TDC system operates with an input resolution of 1.2 ns. Each input can accept up to 7 hits per collision. The time-to-digital conversion is done by first sampling each of the 96 inputs in 1.2-ns bins and filling a circular memory; the memory addresses of logical transitions (edges) in the input data are then translated into the time of arrival and width of the COT pulses. Memory pipelines with a depth of 5.5 $\mu$s allow deadtime-less operation in the first-level trigger. The TDC VME interface allows a 64-bit Chain Block Transfer of multiple boards in a crate with transfer-rates up to 47 Mbytes/sec. The TDC also contains a separately-programmed data path that produces prompt trigger data every Tevatron crossing. The full TDC design and multi-card test results are described. The physical simplicity ensures low-maintenance; the functionality being in firmware allows reprogramming for other applications.Comment: 32 pages, 13 figure

Universal bifurcation property of two- or higher-dimensional dissipative systems in parameter space: Why does 1D symbolic dynamics work so well?

The universal bifurcation property of the H\'enon map in parameter space is studied with symbolic dynamics. The universal-$L$ region is defined to characterize the bifurcation universality. It is found that the universal-$L$ region for relative small $L$ is not restricted to very small $b$ values. These results show that it is also a universal phenomenon that universal sequences with short period can be found in many nonlinear dissipative systems.Comment: 10 pages, figures can be obtained from the author, will appeared in J. Phys.

Planning ahead: How recent experience with structures and words changes the scope of linguistic planning

The scope of linguistic planning, i.e., the amount of linguistic information that speakers prepare in advance for an utterance they are about to produce, is highly variable. Distinguishing between possible sources of this variability provides a way to discriminate between production accounts that assume structurally incremental and lexically incremental sentence planning. Two picture-naming experiments evaluated changes in speakers’ planning scope as a function of experience with message structure, sentence structure, and lexical items. On target trials participants produced sentences beginning with two semantically related or unrelated objects in the same complex noun phrase. To manipulate familiarity with sentence structure, target displays were preceded by prime displays that elicited the same or different sentence structures. To manipulate ease of lexical retrieval, target sentences began either with the higher-frequency or lower-frequency member of each semantic pair. The results show that repetition of sentence structure can extend speakers’ scope of planning from one to two words in a complex noun phrase, as indexed by the presence of semantic interference in structurally primed sentences beginning with easily retrievable words. Changes in planning scope tied to experience with phrasal structures favor production accounts assuming structural planning in early sentence formulation

Accounting students' IT applicaton skills over a 10-year period

This paper reports on the changing nature of a range of information technology (IT) application skills that students declare on entering an accounting degree over the period from 1996 to 2006. Accounting educators need to be aware of the IT skills students bring with them to university because of the implications this has for learning and teaching within the discipline and the importance of both general and specific IT skills within the practice and craft of accounting. Additionally, IT skills constitute a significant element within the portfolio of employability skills that are increasingly demanded by employers and emphasized within the overall Higher Education (HE) agenda. The analysis of students' reported IT application skills on entry to university, across a range of the most relevant areas of IT use in accounting, suggest that their skills have continued to improve over time. However, there are significant differential patterns of change through the years and within cohorts. The paper addresses the generalizability of these findings and discusses the implications of these factors for accounting educators, including the importance of recognising the differences that are potentially masked by the general increase in skills; the need for further research into the changing nature, and implications, of the gender gap in entrants' IT application skills; and the low levels of entrants' spreadsheet and database skills that are a cause for concern