Rider University

About: Rider University is a education organization based out in Lawrenceville, New Jersey, United States. It is known for research contribution in the topics: Dosimetry & Creativity. The organization has 881 authors who have published 1934 publications receiving 50752 citations.

Software developers' views of end-users and project success

Abstract: For many years soFtware development has been plagued by systems that, if they are completed at all, are limited in functionality, and are delivered over-budget and late. 3 It has been suggested that an ongoing \" culture gap \" is behind many of the problems associated with such systems, 7, 10 and that \" poor communication \" between end-users and developers has helped to foster negative opinions between the two groups. 7, 10 While few would argue that meeting customer/users requirements is the reason for developing a system in the first place, poor communication impacts requirements gathering thus systems do not ultimately meet their required functionality/requirements. We have developed a preliminary qualitative assessment of software developers' (project managers and practitioners, including programmers, database developer and systems analysts) understanding of what they believe end-users perceive contribute to successful software development (essentially critical success factors) and, ultimately, what they believe defines a successful final system.. We interviewed developers because we felt that their views would help indicate any possible disconnects between the two groups. We did not interview or survey end-users because we do not have access to a nationwide database of end-users with experience in software development projects. Our intent is not to expand the understanding of user satisfaction; rather, we use the software project management literature to discover what users consider important to the development process, as well as their view on aspects of a 'suc-cessful' final system. We compare this literature with responses from software developers regarding their views of what they believe end-users look for in a 'suc-cessfully' developed system. In short, this is an exploratory effort comparing what software developers think their end-user's consider to be important in the development process and final system, and what end-users report they consider to be important (as suggested in the user satisfaction literature). the software development Process Themes in the literature, related to a successful development process, include user involvement during development, effective communication between users and the development team, users and their everyday, 'regular' work, and requirements management. Several studies discuss the importance of user participation in information systems development projects, which leads to greater user satisfaction with the system. 2, 4 Involvement, and subsequent satisfaction, can also lead to higher usage of the system and a greater likelihood that users will perceive the system as being useful. User involvement also encourages a sense of ownership which helps developers …

Illusion decrement as a function of duration of inspection and figure type.

Abstract: Illusion decrement for the Muller-Lyer and Horizontal-Vertical illusions was examined. The experiment consisted of an initial adjustment of an illusion followed by 20 test trials, each with an intervening 60-sec. intertrial interval during which a comparator line and a standard line set to equality were visually inspected for 0, 20, 40, or 60 sec. After each intertrial interval the length of the comparator line was reset by the experimenter to either 0 or 90 cm, and subjects then adjusted its length to perceived equality with the standard line (42 cm). Illusion decrement was inversely related to the duration of inspection for each illusion, with significant reductions in magnitude of illusion observed for all groups. These results support prior demonstrations that perceptual learning mechanisms are operative during brief periods of visual inspection, especially when these periods are followed by the opportunity to make repeated adjustments.

Factor Structure of the WISC-V in Four Standardization Age Groups: Exploratory and Hierarchical Factor Analyses with the 16 Primary and Secondary Subtests.

Abstract: 1Eastern Illinois University 2RiderUniversity 3BaylorUniversity Correspondence GaryL.Canivez, Ph.D., Professorof Psychology, Eastern IllinoisUniversity, DepartmentofPsychology, 600LincolnAvenue, Charleston, IL61920–3099. Email: glcanivez@eiu.edu Preliminary resultswerepresentedat the2015 AnnualConventionof theAmericanPsychologicalAssociation, Toronto,Ontario,Canada. Abstract This study examined the factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with four standardization sample age groups (6–8, 9–11, 12–14, 15–16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC-V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher-promoted, five-factor solution. Forced extraction of five factors resulted in only one WISC-V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separateVisual Spatial and FluidReasoning dimensions. Results indicated that mostWISC-V subtests were properly associated with the four theoretically oriented first-order factors resembling theWISCIV, the g factor accounted for large portions of total and common variance, and the four first-order group factors accounted for small portions of total and common variance. Results were consistentwith EFA of theWISC-V total standardization sample.

Hoarse with no name: chronic voice problems, policy and music teacher marginalisation

Abstract: The voice is arguably one of the most important tools of the trade for music teachers. However, vocal health for music teachers is often relegated to the margins of policy discussion. This article investigates the social and political environs where vocal health resides, arguing that music teachers must be the first advocates for the enforcement of labour policies wherein the centrality of who they are, their real and metaphoric voices, is the subject of greater care. The purpose of this article is threefold: (1) to establish voice care as a ground-level policy issue that confronts music teachers daily; (2) to stimulate discussion of the impact of voice care as an agency-filled pathway in the professional lives of current and future teachers; and (3) to facilitate access to advocacy and policy ideas that will help educators and decision-makers to see vocal health as significant in the construction of professional autonomy.