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Fourteen disabled persons used a one-hand chordic device for typing. This keyboard was designed to minimize physical exertion and to inhibit unwanted psychomotor reactions so as to facilitate its use by persons with cerebral palsy, muscular dystrophy, and related disorders. The keyboard fits the fingers of one hand. A character is typed by pressing a combination of fingers corresponding to a typing code developed earlier. Typing rates of text transcription ranged from 8 to 14 words/min after 5 h of practice. These results indicated that the physical configuration and cognitive operation of a chordic keyboard would permit disabled persons to use computers.

Introduction/purpose: This paper provides an overview of research on computer system vulnerabilities caused by compromised electromagnetic radiation by wireless keyboards. Wireless devices that use event-triggered communication have been shown to have critical privacy issues due to the inherent leakage associated with radio frequency emissions. Wireless connectivity technology is a source of signal emanation that must be protected in terms of performance and security. Methods: Wireless device vulnerabilities and side-channel attacks are observed, along with electromagnetic emission of radio waves. Results: The findings highlight a specific wireless keyboard's security and encryption flaws. The results of penetration testing reveal vulnerabilities of targeted wireless keyboards in terms of outdated firmware, encryption, wireless reliability, and connection strength. Conclusion: Wireless keyboards have security flaws that disrupt radio communication, giving a malicious user complete access to the computer to which the keyboard is connected. An attacker can steal sensitive data by observing how the system works using compromised electromagnetic emissions.

The teaching and learning of keyboard pieces involves complex processes and multiple factors. This is to say that performing keyboard pieces especially during the individual performance examinations is the most difficult aspect of music examination that upset the students of music in a great way. Therefore, this study attempts to identify the causes of students' challenges and difficulties in their keyboard learning. Through the adoption of some effective pedagogical approaches, the researcher hopes to minimize their challenges and maximize their individual performance examinations on the keyboard. The Department of Music, Federal College of Education, Eha-Amufu was a reference point. The researcher adopted a survey research design. The population for the study comprised thirty (30) students selected through simple random sampling. Data were gathered through the use of questionnaire which was designed to find the causes of students' difficulties in keyboard learning. The results show that the students of the above named institutions have three kinds of problems as regards keyboard learning such as practicing without setting up a goal, practicing without engaging in chordal analysis, and practicing only when they have spare time. These are unhealthy attitudes in keyboard learning. Different pedagogical approaches were proposed by the researcher to address the challenges such as engaging in goal setting, engaging in chordal analysis and constant practice. Based on these findings, the researcher recommends that keyboard instructors should emphasize the importance of goal setting, chordal analysis and frequent practice to their students.

Objective: We explore how to optimally design systems for information input. Background: As computers are introduced into ever more devices with new methods of inputting information, there is a need for specialized systems that are optimally designed for their particular use. Method: The study demonstrates how to use a model of text entry times to build optimized keyboards for specific sets of text. The technique is demonstrated by using Fitts' law to model text entry times. Alphabet letters are assigned to keys in a way that minimizes predicted entry time for the specified set of text. The predicted entry times are validated by an experiment in which two keyboards are optimized for different sets of text. Results: Text entry is faster for the keyboard optimized for that text compared with the keyboard optimized for the other text. Learning to use the keyboards is fairly quick, with significant learning being observed after only one half-hour session. Conclusion: There is a need and an ability to design specialized keyboards for some situations. The study demonstrates that optimization of keyboards can decrease text entry times. Application: This research shows how to design optimized keyboards for many different situations. The approach should be useful for aviation, medical, industrial, and other specialized situations in which normal keyboard designs cannot be used.

AbstractWith the neutering of the QWERTY keyboard in the early 1980s following largely successful clerical worker organizing, male workers in offices began taking on clerical work that, until recently, they would have considered beneath both their job descriptions and their manhood. Paradoxically, the men who now began typing, filing, and performing data entry for themselves did not generally consider the imposition of these new tasks an increase in work. Rather, they called it "automation." Employers' and computer manufacturers' regendering of the QWERTY keyboard from feminine to neuter in the last quarter of the twentieth century was an example of the uses and power of the automation discourse, an ideological commitment that obscured the intensification of human labor behind utopian rhetoric and technological enthusiasm. Employers regendered the keyboard to get more work out of their employees, and as they did so, they claimed that no one did the work at all. Obscuring human labor behind technological marvels, the claims that the work was done by "automation" proved persuasive, even as human labor was sped up and intensified.

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"Music from the backyard": Hagström's music education, is a PhD thesis that investigates the music education that the company Hagström ran from 1946 to 1983. The aim of the thesis is to investigate and recreate Hagström's music educational history from a Deweyan pragmatist point of departure. The study searched for answers to the following questions: What were the societal and educational settings in which Hagström's music education took place? How did Hagström's music education develop, and what led to its rise and fall? What educational content and pedagogical ideas constituted Hagström's music education? How can Hagström's educational enterprise be understood with the help of Bourdieu's theories of symbolic capital? Because of the historical nature of the study, the availability of empirical material was limited. Hagström had some archived material which I was given access to, and there were a great deal of periodicals from the time with articles about music education on people's spare time. Additionally, the Hagström course books were important documents, since they were the only centralized document to govern the directions for Hagström's music education. The pragmatist perspective of the study led to a desire to highlight parts of the human experience that constituted the history. Based on a snowball-sampling strategy, I traced down eleven persons from Sweden and Norway which were interviewed.The results of the analysis became a story about Hagström in the society - a story that revealed an entrepreneur whose company grew quickly and represented other values than the better parts of the cultural establishment in Sweden. The company rested on several pillars: The production of accordions, and later on even guitars, basses, organs and amplification systems, import of music merchandise, as well as the largest chain of music retail shops in the Nordic countries. The music education started in 1945 in Växjö, and in 1946, the rest of the country. In the beginning they taught accordion and guitar, but later developed to include electric bass, organ and keyboard as well. The courses were organised as group education with a duration of ten weeks in a semester. Geographically they were spread all over Sweden as well as around Oslo, Bergen and Copenhagen. All in all there were close to 100 000 pupils attending Hagström's music education. Hagström's music education was, despite new ideas such as group education and that the student should be able to play a melody as quickly as possible, a fairly traditional master-apprentice kind of education. The teacher demonstrated what he considered to be the correct technique and musical performance, and the student imitated. The pupil had little or no opportunities to influence the content of the education. On a macro level however, Hagström's music school was important in the process towards a more democratic music education in Sweden. Hagström helped to increase the availability of music education through their geographical dispersion as well as the affordability of attending the courses. An important difference from the other agents on the market that aimed to refine the students' musical preferences, was that Hagström had no musical agenda. Hagström might have contributed to Sweden's strong position on the global popular music scene. ; "Från musikundervisningens bakgårdar": Hagströms musikpedagogik är en monografi som behandlar den musikundervisning som bedrevs i företaget Hagströms regi från 1946 till 1982. Syftet med avhandlingen var att undersöka och återskapa Hagströms musikpedagogiska historia med utgångspunkt i ett pragmatisk utbildningspedagogiskt perspektiv. Studien sökte svar på följande frågor: I vilka sociala och utbildningsmässiga kontexter försiggick Hagströms musikutbildning? Hur utvecklades Hagströms musikundervisning och vad ledde till dess uppgång och fall? Vilket pedagogiskt innehåll och vilka pedagogiska var väsentliga i Hagströms musikpedagogiska verksamhet? Hur kan Hagströms musikpedagogiska verksamhet förstås med hjälp av Bourdieus teorier om symbolisk kapital? Som historisk studie var det tillgängliga empiriska materialet begränsat. Hagström hade en del arkivmaterial lagrat som jag kunde få tillgång till, och det fanns en mängd tidskrifter från den aktuella perioden som behandlade utbildningen. Kursböckerna var viktiga dokument genom att de var de enda centraliserade styrdokumentet för hur Hagströms musikskola skulle utformas. Det pragmatiska perspektivet förde med sig ett behov av att synliggöra delar av den mänskliga erfarenhet som konstituerar historien. Baserad på en snöbollssamplings-strategi spårade jag elva personer från Sverige och Norge som jag intervjuade. Resultatet av analyserna blev en historia om Hagström i samhället - en historia som visade en entreprenör vars företag växte snabbt och i opposition till stora delar av det kulturella etablissemanget i Sverige. Bolaget hade flera ben att stå på: Produktion av dragspel och senare även gitarrer, basar orglar och förstärkarsystem, import av musikutrustning, försäljning genom Nordens största kedja med butiker, tryck av noter samt musikundervisning.Musikundervisningen startade 1945 i Växjö och 1946 i resten av landet. Instrumenten som det inledningsvis undervisades på var dragspel och gitarr men det utvecklades till att även inkludera elbas, orgel och keyboard. Kurserna var organiserade som gruppundervisning och en kurs pågick under tio veckor. Geografiskt var de spridda över nästan hela Sverige samt runt Oslo, Bergen och Köpenhamn. Tillsammans estimerar jag att uppemot 100 000 elever har fått undervisning i Hagströms musikskola. Hagströms musikundervisning var, trots nya idéer som gruppundervisning och att eleven snabbt skulle uppnå klingande resultat, en variant av traditionell mästare-lärling-pedagogik. Läraren förevisade vad som ansågs rätt teknisk och musikalisk och eleven imiterade. Eleven hade liten eller ingen påverkan på innehållet i undervisningen. På ett makroplan var Hagströms musikskola viktig i arbetet med att demokratisera svensk musikpedagogik genom att tillgängligheten ökade. Vidare var kursavgifterna överkomliga och det var billigt att hyra instrument. Hagström hade ingen musikalisk agenda, vilket skilde honom från andra aktörer på marknaden som hade som mål att förädla elevernas musikaliska preferenser. Hagströms musikskola kan sägas ha bidragit till vad som nuförtiden kallas det svenska musikundret. ; Godkänd; 2009; 20090501 (kettho); DISPUTATION Ämnesområde: Musikpedagogik / Music Education Opponent: Professor Gunnar Ternhag, Högskolan Dalarna Ordförande: Professor Sture Brändström, Luleå tekniska universitet Tid: Fredag 5 juni 2009, klockan 13:00 Plats: Musikhögskolan Piteå, Sal L165

How do keyboards make music playable? Drawing on theories of media, systems, and cultural techniques, Keys to Play spans Greek myth and contemporary Japanese digital games to chart a genealogy of musical play and its animation via improvisation, performance, and recreation. As a paradigmatic digital interface, the keyboard forms a field of play on which the book's diverse objects of inquiry—from clavichords to PCs and eighteenth-century musical dice games to the latest rhythm-action titles—enter into analogical relations. Remapping the keyboard's topography by way of Mozart and Super Mario, who head an expansive cast of historical and virtual actors, Keys to Play invites readers to unlock ludic dimensions of music that are at once old and new.

Objective: The present research examined design of a virtual keyboard for text entry with a rotary controller, emphasizing users who differ in age and system experience. Background: Existing research has minimally addressed usage frequency, age, and the effects of display shape and letter arrangement on movement and visual search components of text entry tasks. The present research was conducted to close these gaps. Method: Two experiments were completed to examine younger (18—28 years) and older (60—75 years) adults' movement and visual search capabilities using four keyboard shapes and three keyboard arrangements. In a third experiment examining combined effects on shape design, 32 younger (18—28 years) and 32 older (60—75 years) adults entered words on the two best shapes from the first experiments. Results: For the movement task, movement time was lowest for shapes with higher shape-controller compatibility. For the visual search task, search time and accuracy were best on the alphabetic arrangement. In the combined task, shape did not significantly influence performance at different levels of practice. Transfers, however, suggested that the shape with salient visual features elicited a text entry strategy for older adults that may promote more consistent performance under occasional usage. Conclusion: The studies together demonstrate that keyboard shape is important for efficient performance. Shape-controller compatibility facilitated performance in both age groups. Salient features facilitate performance, especially for older adults. In nearly all cases alphabetic arrangement yielded the best performance. Application: Recommendations are provided for virtual keyboard design for different usage frequencies, contexts, and users.

A comparison was made of performance on two keyboards, a three-row alphabetic arrangement (ALPHA) and the standard typewriter array (QWERTY). Thirty subjects who ranged in typing skill from almost none to secretarial level operated the keyboards for ten half-hour sessions. Half of the subjects started on ALPHA and half on QWERTY, switching from one keyboard to the other after five sessions. Input material was a list of names and addresses taken from telephone directories. Keying rates and work output, as measured by the number of names and addresses correctly keyed, was found to be greater for skilled and semiskilled typists on the QWERTY keyboard. Performance on the two keyboards was essentially equal for unskilled typists.

The pace of adoption of distance-learning services has accelerated during the past few years due to more reliable equipment, lower costs, and better design of learning materials. Many new applications for distance learning emphasize low-end equipment with fewer bells and whistles, a new or extended use for an existing technology or network, interactive learning components, and new partnerships between public and private sector groups. In implementing new distance-learning applications, it is important to emphasize the service to be provided, not the technology that provides it. Further, teachers should be viewed as partners who are essential to the success of an application, not as enemies of technology. From a policy perspective, telecommunications may be viewed as a highway system that will serve a vital role in education and economic development during the next century. In order to construct a comprehensive highway system, it will be necessary to organize many existing telecommunications groups, such as public broadcasters, cable operators, and telephone companies.