Academic literature on the topic 'Typing speed'
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Journal articles on the topic "Typing speed"
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Povlsen, Bo. "Is Typing Speed Proportional to the Severity of Pain in Keyboard Workers with Work-related Upper Limb Disorder." JRSM Short Reports 3, no. 1 (January 2012): 1–4. http://dx.doi.org/10.1258/shorts.2011.010143.
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Objectives To investigate if typing speed is proportional to the severity of pain in keyboard workers with work-related upper limb disorder (WRULD). Design Standardized functional typing test with participants scoring pain before and after typing; calculation of typing speed. Participants Fifty-nine patients and six controls. Setting Tertiary hospital centre for hand and upper limb pain. Main outcome measures Pain (VAS 0–10) and calculation of typing speed as words per minute. Results Three subgroups of patients were found based on their typing speed: fast, slow and intermediate. Two-tailed student T-test with P level at 0.05 was used for evaluation. The typing speeds were significantly different between all three patient groups ( P < 0.05). The typing speed was significantly faster in the fastest patient group than in the control group ( P = 0.04) and the slow and middle groups ( P = <0.0001). The pain before typing was highest in the ‘slow’ group, in both hands but this difference was not statistically significant. Conclusion Typing speed is not proportional to the severity of pain in keyboard workers with WRULD. Patients with statistically significant slower or faster typing speeds do not have statistically different levels of pain.
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Kim, Byungsoo, Hongyang Liu, and Sharon Joines. "A Wearable Intervention for Laptop Users." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 1188–93. http://dx.doi.org/10.1177/1071181319631165.
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The paper aims to investigate the potential impact of a wearable glasses-type intervention regarding the posture and the productivity of laptop users in a standard working environment. Participants performed reading and typing tasks with a laptop with and without wearing the wearable device to compare the results. Posture markers were placed on the participant’s body to measure neck flexion and head tilt. Typing speed was measured in words per minute (WPM). The results of this study indicated that participants’ head tilt and neck flexion angles are significantly different during the reading and typing tasks with the intervention as compared to those without the intervention. While the average typing speed with the intervention was slower than without the intervention, some participant’s typing speeds and interviews support the notion that the participants’ typing speed would have improved if more time was given.
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Baker, Nancy A., and Mark S. Redfern. "The Association between Computer Typing Style and Typing Speeds." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 15 (October 2007): 869–73. http://dx.doi.org/10.1177/154193120705101501.
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Typing styles vary among keyboard users; however few studies have investigated the association between typing style and typing speed. The purpose of this paper is to describe the differences in typing speed between typists who rarely assume extreme postures of the wrist, hands, and fingers with typists who often assume extreme postures. The paper also examines the association between other typing behaviors, such as using a wrist support, and typing speed. Forty computer users were videotaped while typing a standardized text. Their typing postures were rated using the Keyboard Personal Computer Style instrument (K-PeCS). One-way ANOVA's were used to compare typing speed between the rating levels of several items on the K-PeCS. Results suggest that those who frequently isolate their 5th digit are significantly faster than those who always isolate their 5th digit. Subjects who “float” their wrists, translate their wrist/hands, do not change pro-nation angles, use moderate to high force, and use more digits appear to type faster than those who do not.
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Beer, John, and Marty Neeley. "Effects of Eye Color on Typing Speed." Perceptual and Motor Skills 65, no. 3 (December 1987): 893–94. http://dx.doi.org/10.2466/pms.1987.65.3.893.
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51 high school students enrolled in a typing class were categorized according to eye color. Dark-eyed individuals are reportedly better at reactive activities and light-eyed individuals are reportedly better at self-paced activities. Speed typing was assumed to be a reactive activity. No differences were observed between light-eyed and dark-eyed individuals or between boys and girls for 1- and 5-min. speed-typing and grades.
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Vucurevic, G., J. Janzen, S. Giralt, and P. Stoeter. "fMRI study of blind typing. Anatomical substrates of the typing speed." NeuroImage 47 (July 2009): S171. http://dx.doi.org/10.1016/s1053-8119(09)71845-2.
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SEARS, ANDREW, DOREEN REVIS, JANET SWATSKI, ROB CRITTENDEN, and BEN SHNEIDERMAN. "Investigating touchscreen typing: the effect of keyboard size on typing speed." Behaviour & Information Technology 12, no. 1 (January 1993): 17–22. http://dx.doi.org/10.1080/01449299308924362.
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Sommerich, Carolyn M. "Carpal Tunnel Pressure during Typing: Effects of Wrist Posture and Typing Speed." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 10 (October 1994): 611–15. http://dx.doi.org/10.1177/154193129403801015.
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With increasing frequency, reports appear in the popular press linking hand and wrist musculoskeletal disorders (MSDs) with keyboard work. Excessive ulnar deviation and self-perceived fast typing speed are two of the many risk factors identified through various epidemiological studies of upper extremity MSD symptoms among those working with keyboards. Yet no study has offered quantitative, biomechanical evidence to explain how these factors might contribute to MSD development. A study was designed to examine carpal tunnel pressure (CTP) during typing, and the effect of radial-ulnar wrist posture and typing speed on CTP. Female subjects typed on a commercially-available keyboard which was oriented in standard and in split configurations. In the split arrangement ulnar deviation was eased in all but one wrist. In the split arrangement, all subjects demonstrated a decrease in CTP concomitant with a decrease in ulnar wrist deviation. However, only one subject exhibited CTP which significantly exceeded pressure thresholds identified in the literature. CTP appeared to be subject-specific in nature. Typing speed was found to affect peak CTP in half of the subjects.
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Gupta, Abhishek. "A Research paper on Typing Speed Tester Game using Python & Tkinter." International Journal for Research in Applied Science and Engineering Technology 9, no. VI (June 30, 2021): 3436–37. http://dx.doi.org/10.22214/ijraset.2021.35767.
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In this Python project , our goal is to build a game in which user can check and even improve typing speed. For a graphical user interface, we will be going to use the Tkinter library in Python which is used for working with graphics. A typing speed test help you to check your typing speed and improve it with regular practice. With the python project, learn to build an application using Tkinter library that can detect typing speed of user with accuracy. The project contains only the user side. It is a simple typing challenge game project. This is like a game, one-by-one random word will pop up on your screen and you have to type as many given words as you can, within 60 seconds. The design of this project is pretty simple so that the user won’t find any difficulties while working on it.
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Wiklund, Michael E., Joseph S. Dumas, and Lawrence R. Hoffman. "Optimizing a Portable Terminal Keyboard for Combined One-Handed and Two-Handed use." Proceedings of the Human Factors Society Annual Meeting 31, no. 5 (September 1987): 585–89. http://dx.doi.org/10.1177/154193128703100524.
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Human factors experimentation facilitated the design of a portable terminal keyboard for combined one-handed and two-handed operation. To ensure a comfortable grip, the terminal had to be made smaller by reducing the size of its keyboard. The product design team needed to know how small the keyboard could be before it degraded the usability of the keyboard and the overall product. The keyboard experiment was designed primarily to determine the effect of both the number of hands used in typing and key spacing on typing speed and accuracy. A total of six commercially available keyboards with key spacings varying from 0.75 to 0.45 inches were tested. Test subjects with typing skills ranging from expert to novice typed separate samples of text on each keyboard, once using one hand and once using two hands. The difference in typing speed between two and one-handed typing averaged 2—1. A key spacing less than about 0.7 inches substantially reduced typing speed but did not increase errors. Poor typists typed at roughly the same speed no matter the key spacing or number of hands used. These findings and additional human factors studies provided parameters for a keyboard smaller than standard size that is expected to allow users to achieve 90 percent of the typing speed possible on a standard size keyboard without decreasing accuracy.
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Widodo, Yusac Ismail Fauzi, Rosihan Ari Yuana, and Dwi Maryono. "Software Development of Speed Typing Counter Application as a Typing Lesson Supporting Tool." IJIE (Indonesian Journal of Informatics Education) 1, no. 1 (May 28, 2017): 19. http://dx.doi.org/10.20961/ijie.v1i1.8404.
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<p>This research aims to design and create media applications that will be used to train the speed and accuracy of typing in the classroom. Lack of instructional media typing speed appropriate to the circumstances in the classroom was the background of this research. The study began with the observation phase, then followed by system design and coding. An application as the research results has main features: the study materials, practice typing, and data management, which each function is executed by the user level use. Implementation of the user level is intended to secure the data from unauthorized third parties so that only students and teachers can see the results of learning. Furthermore, the application also gives teachers the opportunity to participate in learning, a way to create and change the questions used for the exercise. As a typing progress report, the application can also display the results in various formats such as speed tables, accuracy tables, speed graph, and chart accuracy.</p><p> </p><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p>
Dissertations / Theses on the topic "Typing speed"
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Veldee, Kim E. "Dependence of typing speed and accuracy on device type and familiarity." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/123248.
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Thesis: S.B., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2019Cataloged from PDF version of thesis.
Includes bibliographical references (pages 68-69).
Typing has become increasingly present in modem lives through its uses in laptops, phones, tablets, and other consumer electronics. Current computers encourage high typing speeds by implementing mistake corrections such as "backspace" or "delete" keys, functions that were previously done by cross-outs or complete rewrites of the entire page. These mistake correction options have minimized the consequences for typing errors and have caused typists to place less importance on typing accuracy. As more models of electronic devices are placed on the market, users build familiarity with and skills for their specific device model. Twelve participants were asked to complete a series of thirty-two typing tests on various laptop keyboards and mobile phones. Measurements were taken of typing speed and accuracy on familiar and unfamiliar keyboards for both laptops and phone keyboards, and specific mistake types were counted and recorded.
The effects of Autocorrection were observed through the transcription of multiple passages with and without Autocorrection enabled. The results were compared between device types (phone vs. laptop keyboards), level of familiarity (personal vs. unfamiliar keyboards), presence of Autocorrection, participant sex, and undergraduate major. Participant sex and undergraduate major did not significantly affect typing speeds on phones or laptop keyboards. Participants typed approximately 20% faster on laptop keyboards than on phone keyboards. Participants decreased in speed when typing on unfamiliar phone and laptop keyboards (approximately 46% slower on phones and 2.7% to 5.5% slower on laptops) and typed about 10% slower when prohibited from utilizing the "backspace" or "delete" keys.
Misspellings were consistently the most frequent mistake type and account for approximately 50% of mistakes, along with bad ordering on laptops (approximately 30%) and incorrectly-located spaces on phones (approximately 20%). Participants who regularly enable Autocorrect typed about 20% slower on phones when Autocorrection was disabled.
by Kim E. Veldee.
S.B.
S.B. Massachusetts Institute of Technology, Department of Mechanical Engineering
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Funk, Rachel E. "Using the Active Workstation: Effects on Typing Speed and Walking Mechanics." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1250781568.
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Gunawardena, Warnaka R. "Relationship of Hand Size and Keyboard Size to Typing Performance Metrics." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1385075311.
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Austin, Henry Eitt. "A comparison of a Klockenburg style split keyboard and a standard PC keyboard on typing speed and posture." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4974.
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The current study compares biomechanical and productivity outcomes
related to the use of a Klockenburg (split and angled) style keyboard as opposed
to the use of a standard PC 101 style keyboard among office workers. The study
used 10 subjects (5 male and 5 female) who were employees of a large
insurance company. Subjects were categorized by job classification, including 5
exempt and 5 nonexempt employees. Each subject was evaluated on both of the
keyboards in a laboratory setting after three weeks of familiarization with the
keyboards at their workstation. Productivity was measured as words per minute.
In the lab, biomechanical outcomes included angular measures of forearm
pronation/supination, wrist flexion/extension, wrist radial/ulnar deviation and neck
angle. Lab results showed that the Klockenburg keyboard negatively impacted
productivity and neck posture, while forearm pronation/supination and wrist
radial/ulnar deviation were in more neutral positions. There was no significant
difference in wrist extension between the two keyboards. In the field, the
Klockenburg keyboard did not impact productivity.
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Herold, Marina. "The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.
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Lai, Shu-Ling, and 賴淑鈴. "THE EFFECTS OF DRILL-AND-PRACTICE-BASED AND GAME-BASED ENGLISH TYPING FOR ENGLISH TYPING SPEED AND ATTITUDE." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/65258648891449865329.
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碩士國立交通大學
理學院碩士在職專班網路學習學程
96
English typing input curriculum, formerly picked the practice type English typing practice computer assisted instruction software, practices to achieve repeatedly strengthens the learner skill and the correct fingering, although the process is stereotypical, is senseless, but can achieve the teaching goal. This research development “practices the foundation by the game” the idea, if can achieve the teaching goal similarly, why not to let the student occupy joyfully studies. This research picks the experimental design, the experimental group picks “the game type” English typing practice computer assisted instruction software, the control picks “the practice type” English typing practice computer assisted instruction software, before and carries on English typing skill testing, to measure that with latter measured, the experimental result discovered the student uses “the game type” or “the practice type” English typing practice computer assisted instruction software practice types for the student English fast all has the remarkable progress, namely the expression English typing practice computer assisted instruction software is helpful to the student English typing skill. In addition, by English typing practice computer assisted instruction software study, the student in the computer manner stratification plane, the computer affection, computer usefulness, the computer self-potency three assumes the forward back coupling. Only in the computer anxious aspect, reaches the remarkable difference. Flows through in the heart examines the immersion aspect, the use “the practice type” or “the game type” the computer assisted instruction software practice typing student, has command it in the process to produce entertains feelings the class immersion experience.
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Ling, Hui-Wen, and 林惠雯. "The Impact of Sentence Prompts and Typing Speed on Using Simultaneous Discussion for Primary School Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/zd8d3k.
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碩士中華大學
資訊管理學系碩士班
103
Collaborative learning is a widely adopted teaching strategy in modern days. Via internet, people can exchange information, learn and interact with one another. Research has shown that sentence prompts used in computer-mediated communication facilitate effective communication, hence contributing to cooperative tasks and reducing the encumbrance during typing. However, the use of sentence prompts is low, while typing speed also exercises an influence on communication quality. The research aims at discussing the effects of sentence prompts and typing speed on simultaneous discussion during online cooperative learning for elementary students. The research adopts qusi-experimental methods; the participants consist of 88 fourth-grade students from a total of four classes at an elementary school in Taichung City. Two of them act as the experimental group manipulated with sentence prompts, while the other two act as the control group with no sentence prompt. The findings are concluded as below： 1.For the types of communication content, there shows significant differences on procedure and interference with the presence of sentence prompts. Typing speed has a significant difference on the communication content of task and overall speech frequency. 2.For the types of knowledge interchange, sentence prompts have a positive effect on student interaction. Team communication model appears to be better with sentence prompts; it falls apart more easily where no sentence prompts exist. 3.For online cooperative learning satisfaction, sentence prompts show significant differences in ongoing objective progress, satisfactory degree of learning process, and outcome satisfaction. Compared to the first time with the second time, the level of satisfaction of ongoing objective progress and satisfactory degree of learning process shows significant variation in the control group. No difference in typing speed and the level of satisfaction is shown. The satisfaction level shows no difference in the first online cooperative learning compared with the second one. 4.Students with lower typing speed tend to sentence prompts more than those with faster typing speed.
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Ho, Shu Jen, and 何淑貞. "The relation of the speed of typing in Chinese and the behavior of using Instant Messaging." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/26234749124567954635.
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碩士中華大學
資訊管理學系
95
In the recent year, Internet has been widely developed, spread and applied everywhere. The term broadband has become commonplace for describing the new generation of high-speed transmission services and the future of digital communications. " Instant Messaging " has become one of the most commonly used Internet service to provide data communication services that makes easy to stay in touch with family and friends wherever they are in the world. Of all the advantages mentioned above, the only thing that may slow down to have an instant response is limited by your typing speed. Typing speed is a significant bottleneck on today’s Instant Messaging communication. Since there are only 26 letters of the English alphabet and typing a word is always around the perimeter of the center of these 26 letters that makes no much difference, unlikely to type in Chinese. Typing in Chinese really seems to be very complicated and time consuming, as Chinese words are composed of one or more Chinese characters, hence it may affects your typing speed. In accordance with online Instant Messaging studies, investigations on the relation of typing in Chinese and Instant Messaging use can be barely found yet. The purpose of this paper report is to provide results from a survey taken by participants whom they have ever-used Instant Messaging and an organizational analysis of these results. The conclusions as following: 1. The speed of typing will influence the behavior such as the frequency, time and the number of times of using instant Messaging. But it will not influence the frequency of using Martian words on the instant Messaging and direction of the topic of instant Messaging. 2. The behavior such as the frequency, time and the number of times of using instant Messaging will strongly influence satisfaction of communication. But the number of times of using Martian words on the Instant Messaging and direction of the topic will not influence the satisfaction of communication
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Tsao, Wen-Yen, and 曹文彥. "The Influence of Chinese Typing Speed and Academic Achievement on Elementary School Student's Communication Style in Synchronous Collaborative Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/46297859726086696400.
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碩士中華大學
資訊管理學系碩士班
100
Cooperative learning is one of the important contemporary teaching strategies. The main mode of it is that teachers divide students into some groups, and the students learn together in the groups respectively to achieve individual performance or team goals. In typical cooperative learning model, the most teachers usually group students with their academic achievement. However, the fast development of computer multimedia and cyber technology makes cooperative learning modes have the opportunity to achieve through the Internet. Besides, the effectiveness of cooperative learning is achieved through communication. In the learning environment of the Internet, “Chinese typing ability” is a critical factor of students’ communication. Therefore, if the teachers can understand how typing ability influences the communication of group, they will enhance the effectiveness of students’ learning through grouping appropriately. In this study, we will analyze 90 sixth-grade students of Taichung City. The students are divided into groups according to "academic achievement" and "Chinese typing speed". The main purpose of this study is to investigate how the academic achievement and typing speed of the fifth and sixth grade students influence the communication content and communication network while proceeding cooperative learning through the Internet. The results are found as following： a. If the learners have better Chinese typing ability, it would be positive for them to encounter the content of "task," "procedural," "interference" and "Internet language" in cooperative learning. b. If the learners have better academic achievement, it would be positive for them to encounter the content of "interference" and "network language" in cooperative learning. c. Students' academic achievement and Chinese typing speed have interaction in the content of “interference”, “network language” and “indecent”. d. If team members have better typing ability, their group can exchange knowledge with higher frequency. e. If team members have worse typing ability, their group would have “obstacles” of developing groups and "exchanging knowledge partly"
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Hsieh, Tsung-Hsiang, and 謝宗翔. "The Influence of Chinese Typing Speed on Junior High School Students’ Attitudes, Learning Effectiveness, and Interaction Patterns of Online Collaborative Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/78754903248189365891.
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碩士中華大學
資訊管理學系碩士班
99
When learners participate in cooperative learning often need discussion and sharing in the learning process. In the discussion, good communication quality will affect their learning affectiveness. Computer mediated communication (CMC) is a communication interface for web collaborative learning. Operating in the learning environment, the main link between users is the keyboard. How to enter information quickly and effectively is the key to the quality of communication. The speed of speech affect the communication quality, when in the textual communication on the network, it’s affected by the text input speed. English input permutations and combinations are limited to 26 letters, but due to different Chinese input method and different way, the complexity is much higher. When learners participate in cooperative learning, good group formation for the learner will make the appropriate groups to enhance learning effectiveness. Before the formal study, we measure the samples for Chinese typing speed, and questionnaires they with the intention to use the social network, which can know the Chinese typing speed does affect the learners to communicate with network of social network software. Then we confirm that this study has a reasonable basis. In formal research study, the Chinese typing speed is he main factors forming the learner group. Giving different kind of task and trying to offer different types of groups formation, to explore how the learner satisfaction, the communication process, and the learning effectiveness is affected. After the analysis for the experimental data, this study has the following conclusions: learners with higher Chinese typing speed, have higher attitude to the participation in using social network software; when learners participate in web collaborative learning, the more members having higher Chinese typing speed, the more positive impact to group interaction process; when learners participate in web collaborative learning, the more members having higher Chinese typing speed, the more positive impact to group learning effectiveness; giving learners intellectual and decision-making tasks, when carrying out collaborative learning, there was no significant interaction effects; giving learners intellectual and decision-making tasks, when carrying out collaborative learning, there was no significant impact to the learning effectiveness.
Books on the topic "Typing speed"
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Dinwiddie-Boyd, Elza. Shortcuts to increase your typing speed. New York, NY: Perigee Publishing Group, 1988.
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Larcher, Claudette. Relationship between low electromagnetic fields and typing speed and accuracy. Sudbury, Ont: Laurentian University, Department of Psychology, 1986.
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Levine, Nathan. Typing and keyboarding for everyone: 35 easy lessons to improve speed and accuracy. Edited by Lindsell-Roberts Sheryl. Lawrenceville, NJ: Thomson/Arco, 2002.
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The Cortez Peters championship typing drills: An individualized diagnostic/prescriptive method for developing accuracy and speed. 2nd ed. New York: Gregg Division/McGraw-Hill, 1987.
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Touch typing in ten hours: Spend a few hours now and gain a valuable skill for life. 3rd ed. Oxford: How To Books, 2009.
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Dinwiddie-Boyd, Elizabeth. Shortcuts to increase your typing speed. Perigee Trade, 1988.
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Morgan, John. Improve Your Typing Speed and Accuracy. Incentive Learning System, 1986.
Find full textBook chapters on the topic "Typing speed"
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Weik, Martin H. "typing speed." In Computer Science and Communications Dictionary, 1851. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_20319.
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Trautschold, Martin, and Gary Mazo. "Speed Your Typing With AutoText." In BlackBerry Bold Made Simple, 163–68. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-3118-9_9.
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Matsuda, Kazuyuki, and Takayuki Honda. "High-Speed Droplet-Allele-Specific Polymerase Chain Reaction for Genotyping of Single Nucleotide Polymorphisms." In Molecular Typing of Blood Cell Antigens, 29–35. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2690-9_3.
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Elsner, James B., and Thomas H. Jagger. "Spatial Models." In Hurricane Climatology. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199827633.003.0013.
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In Chapter 7, annual counts were used to create rate models, and in Chapter 8, lifetime maximum winds were used to create intensity models. In this chapter, we show you how to use cyclone track data together with climate field data to create spatial models. Spatial models make use of location information in data. Geographic coordinates locate the hurricane’s center on the surface of the earth and wind speed provides an attribute. Spatial models make use of location separate from attributes. Given a common spatial framework, these models can accommodate climate data including indices (e.g., North Atlantic Oscillation) and fields (e.g., sea-surface temperature). Here, we show you how to create a spatial framework for combining hurricane data with climate data. The method tessellates the basin with hexagons and populates them with local cyclone and climate information (Elsner et al., 2012). In Chapter 5, you learned how to create a spatial data frame using functions from the sp package (Bivand et al., 2008). Let us review. Here you are interested in wind speeds along the entire track for all tropical storms and hurricanes during the 2005 North Atlantic season. You begin by creating a data frame from the best.use.RData file, where you subset on year and wind speed and convert the speed to meters per second. . . . > load("best.use.RData") > W.df = subset(best.use, Yr==2005 & WmaxS >= 34 + & Type=="*") > W.df$WmaxS = W.df$WmaxS * .5144 . . . The asterisk for Type indicates a tropical cyclone as opposed to a tropical wave or extratropical cyclone. The number of rows in your data frame is the total number of cyclone hours (3,010), and you save this by typing . . . > ch = nrow(W.df) . . . Next, assign the lon and lat columns as spatial coordinates using the coordinates function (sp). Finally, make a copy of your data frame, keeping only the spatial coordinates and the wind speed columns.
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Elsner, James B., and Thomas H. Jagger. "Intensity Models." In Hurricane Climatology. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199827633.003.0012.
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Strong hurricanes, such as Camille in 1969, Andrew in 1992, and Katrina in 2005, cause catastrophic damage. It is important to have an estimate of when the next big one will occur. You also want to know what influences the strongest hurricanes and whether they are getting stronger as the earth warms. This chapter shows you how to model hurricane intensity. The data are basinwide lifetime highest intensities for individual tropical cyclones over the North Atlantic and county-level hurricane wind intervals. We begin by considering trends using the method of quantile regression and then examine extreme-value models for estimating return periods. We also look at modeling cyclone winds when the values are given by category, and use Miami-Dade County as an example. Here you consider cyclones above tropical storm intensity (≥ 17 m s−1) during the period 1967–2010, inclusive. The period is long enough to see changes but not too long that it includes intensity estimates before satellite observations. We use “intensity” and “strength” synonymously to mean the fastest wind inside the cyclone. Consider the set of events defined by the location and wind speed at which a tropical cyclone first reaches its lifetime maximum intensity (see Chapter 5). The data are in the file LMI.txt. Import and list the values in 10 columns of the first 6 rows of the data frame by typing . . . > LMI.df = read.table("LMI.txt", header=TRUE) > round(head(LMI.df)[c(1, 5:9, 12, 16)], 1). . . The data set is described in Chapter 6. Here your interest is the smoothed intensity estimate at the time of lifetime maximum (WmaxS). First, convert the wind speeds from the operational units of knots to the SI units of meter per second. . . . > LMI.df$WmaxS = LMI.df$WmaxS * .5144 . . . Next, determine the quartiles (0.25 and 0.75 quantiles) of the wind speed distribution. The quartiles divide the cumulative distribution function (CDF) into three equal-sized subsets. . . . > quantile(LMI.df$WmaxS, c(.25, .75)) 25% 75% 25.5 46.0 . . . You find that 25 percent of the cyclones have a lifetime maximum wind speed less than 26 m s−1 and 75 percent have a maximum wind speed less than 46ms−1, so that 50 percent of all cyclones have a maximum wind speed between 26 and 46 m s−1 (interquartile range–IQR).
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Manzo, V. J. "Generating Music." In Max/MSP/Jitter for Music. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199777679.003.0007.
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In this chapter, we will create a program that randomly generates pitches at a specified tempo. The program will have the ability to change a number of musical variables including timbre, velocity, and tempo. We will also write a program that allows your MIDI keyboard to function as a synthesizer. These two programs will be the basis of future projects related to composition and performance. Since you’ve already learned a number of objects in the previous chapter, let’s agree that when you’re asked to create an object that you already know, like button, for example, it will be sufficient for me to say “create a button” instead of repeating the process of creating a new object box and typing in the word button. Combining steps in this way will help us to get through the instructions with greater speed while reinforcing your understanding of how certain objects work. In this way, the instruction “create a message box containing the numbers 41 and 38” actually combines several smaller, and hopefully intuitive, instructions into a single step. I will slowly stop mentioning key commands and other shortcuts for objects and tasks that I’ve already introduced. Create a new patch and 1. Create a new object (press n) called random The random object takes a number as its only argument and randomly generates a number between 0 and one less than the argument when it receives a bang in its inlet. 2. Give this random object the argument 128 (Note: if you already clicked away from the object, double click it in order to, once again, enable typing within the object box) Be sure to put a space between the word random and the argument 128 or else Max will look for an object called random128 that does not exist. 3. Create a new button (press b) 4. Connect the outlet of button to the first inlet of random 128 5. Create a number box (press i) 6. Connect the outlet of random 128 to the inlet of the number box
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Valentine, Scott. "Wind Power in Denmark." In Wind Power Politics and Policy. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780199862726.003.0006.
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In technological policy literature, the term “path dependency” frequently emerges in attempts to explain why a given technological track develops. The premise behind the notion of technological path dependency is that historical social, technological, economic, and political forces foster conditions for a particular technology to thrive. Once a technology becomes dominant, vested interests—which profit from the technology—hinder radical change, because change carries an implicit threat that those benefitting from the status quo might suffer an erosion of economic benefits. To illustrate path dependency, consider the history of the QWERTY keyboard (referring to the sequencing of letters from left to right on the top row of a standard computer keyboard). Keyboards on typewriters were designed in this way to reduce mechanical type hammers from clashing with each other. Over time, type hammers were made obsolete by type-balls. Nevertheless, the QWERTY keyboard remained unchanged (even in this day of computerized word processing)—despite the fact that research has shown the QWERTY layout to be inferior in terms of optimizing typing speed. This layout has perpetuated because legions of typists have learned on the QWERTY keyboard; therefore, technological familiarity has insulated this design feature from change. The notion of path dependency is relevant to the story of wind power development in Denmark because, as will be described in this chapter, a number of social, economic, technological, and political forces shepherded Denmark’s ascent to the top position as the nation with the world’s highest percentage of wind power contributing to national electricity generation. In addition to illustrating the influence of technological momentum, there are two other contemplative policy insights to be gleaned from studying wind power diffusion in Denmark. First, Denmark’s wind power development experience demonstrates that grassroots support mechanisms which engage communities and individuals in the development process bolster the effectiveness of economic incentives. Second, Denmark’s wind power story demonstrates that establishing a technological foothold is never a guarantee of uncontested market entrenchment. As any technology matures, its impact on society, business and political fortunes evolves.
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Schaeffer, Moritz, Anke Tardel, Sascha Hofmann, and Silvia Hansen-Schirra. "Cognitive Effort and Efficiency in Translation Revision." In Advances in Linguistics and Communication Studies, 226–43. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5225-3.ch010.
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Empirical studies of revision are often based on either think aloud protocols, interviews, or observational methods. Eye tracking and keylogging methods are rarely applied to the study of revision behavior. The authors employ established methods from translation process research (TPR) to study the eye movement and typing behavior during self-revision (i.e., the phase in the translation process that follows a first complete draft). The authors measure the effect of behavior during the drafting phase on the relative revision duration. Relative revision duration is the time translators spend revising the first complete draft of the source text. They find that the most efficient process involves a large degree of concurrent reading and writing and few deletions during the drafting phase. The efficiency gains in terms of relative revision duration achieved by avoiding discontinuous typing, by making a larger number of deletions, pausing for longer amounts of time, and engaging in less concurrent reading and writing are outweighed by the gains in total task time by doing the exact opposite.
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Keats, Jonathon. "Flog." In Virtual Words. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195398540.003.0019.
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In the fall of 2006 a typical American couple named Jim and Laura drove an RV from Nevada to Georgia, blogging about their encounters with Wal-Mart employees and customers. Because Wal-Mart was one of their favorite stores, they found plenty to praise, including the morale of clerks and corporate health care benefits. Yet there was another reason their excursion reflected so well on the notoriously ruthless company: the trip was financed, and their blogging paid for, by Wal-Mart’s public relations agency. Less besotted by big box stores than were Laura and Jim, other bloggers soon began taunting them, publicly questioning whether WalmartingAcrossAmerica.com was a sham. The backlash threatened to go viral. The site was hastily dismantled, and the PR firm brusquely apologized. Yet the incident was immortalized on the strength of a word that perfectly embodied the flacks’ marketing folly. Walmarting Across America became the first big flog. Flog is not an unusual coinage for the web, where words are routinely mashed up to accommodate intersecting ideas and high-speed typing. Films combining porno and gore are sometimes dubbed gorno, and the proliferation of girdles for men has begotten the mirdle. Even flog has had several other incarnations, including abbreviations for family blog, food blog, photo blog, and For the love of God. What distinguishes the current example is the cunning play on words, the sly (if less than subtle) reference to flogging, old slang for selling goods of dubious merit, derived from cant for flagellation. Used in reference to flack blogs such as Walmarting Across America, flog sounds like what it is: a term for PR chicanery. Flog has much to recommend it linguistically, not least its appropriation of blog, one of the most successful neologisms in Internet history. Yet despite its mix of pedigree and wit, flog is well on its way to oblivion. Flog has foundered for many of the reasons that blog has flourished, and their apparent similarities reveal their real differences. Both words originated as contractions, yet blog was almost as arbitrary as flog was deliberate.
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Copeland, Jack. "The German Tunny Machine." In Colossus. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780192840554.003.0010.
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The Enigma cipher machine was slow and cumbersome to use. Sending a message was a complicated procedure requiring the participation of several operators (see photograph 24). The process started with the German plain-language, known as the ‘clear’ or the ‘plaintext’. Encrypting this produced the ‘ciphertext’. Typically, the plaintext or clear consisted of ordinary German words mixed with military abbreviations and jargon (such as WEWA for Wetter Warte, meaning ‘weather station’, and BINE, literally ‘bee’, meaning ‘very very urgent’). A cipher clerk typed the plaintext at the keyboard of an Enigma machine (see the diagram on page 17). Each time the clerk pressed a key, a letter on the lampboard would light. For example, typing HITLER might produce the letters FLKPIM. As the letters of the ciphertext appeared one by one at the lampboard, they were painstakingly noted down by an assistant. Various items of information were then added to the ciphertext, including the intended recipient’s radio call-sign, and a radio operator transmitted the complete message in Morse code. At the receiving end, the process had to be carried out in reverse. The radio operator turned the dit-dit-dahs of the Morse transmission back into letters of ciphertext and handed the result to the cipher clerk. The clerk typed the ciphertext at the keyboard of an Enigma, which had been set up identically to the sender’s machine. The letters of the plaintext lit up at the lampboard one by one and were recorded by the assistant. The Tunny system was much more sophisticated. The process of sending and receiving a message was largely automated. Encryption and decryption were entirely automatic. The transmitted ciphertext was never even seen by the German operators. At the sending end, a single operator typed plaintext at the keyboard of a teleprinter. At the receiving end, the plaintext was printed out automatically by another teleprinter. (A teleprinter is called a teletypewriter in the US.) The sender could switch his teleprinter equipment from ‘hand mode’ to ‘auto mode’. In auto mode, a pre-punched paper tape was fed into the equipment. The plaintext punched on the tape was encrypted and transmitted at high speed.
Conference papers on the topic "Typing speed"
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Buschek, Daniel, Alexander De Luca, and Florian Alt. "There is more to Typing than Speed." In MobileHCI '15: 17th International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2785830.2785844.
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Zhaoyuan Ma, Darren Edge, Leah Findlater, and Hong Z. Tan. "Haptic keyclick feedback improves typing speed and reduces typing errors on a flat keyboard." In 2015 IEEE World Haptics Conference (WHC). IEEE, 2015. http://dx.doi.org/10.1109/whc.2015.7177717.
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Bramwell-Dicks, Anna, Helen Petrie, and Alistair Edwards. "Can Listening to Music Make You Type Better? The Effect of Music Style, Vocals and Volume on Typing Performance." In The 22nd International Conference on Auditory Display. Arlington, Virginia: The International Community for Auditory Display, 2016. http://dx.doi.org/10.21785/icad2016.029.
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Music psychologists have frequently shown that music affects people’s behaviour. Applying this concept to work-related computing tasks has the potential to lead to improvements in a person’s productivity, efficiency and effectiveness. This paper presents two quantitative experiments exploring whether transcription typing performance is affected when hearing a music accompaniment that includes vocals. The first experiment showed that classifying the typists as either slow or fast ability is important as there were significant interaction effects once this between group factor was included, with the accuracy of fast typists reduced when the music contained vocals. In the second experiment, a Dutch transcription typing task was added to manipulate task difficulty and the volume of playback was included as a between groups independent variable. When typing in Dutch the fast typists’ speed was reduced with louder music. When typing in English the volume of music had little effect on typing speed for either the fast or slow typists. The fast typists achieved lower speeds when the loud volume music contained vocals, but with low volume music the inclusion of vocals in the background music did not have a noticeable affect on typing speed. The presence of vocals in the music reduced the accuracy of the text entry across the whole sample. Overall, these experiments show that the presence of vocals in background music reduces typing performance, but that we might be able to exploit instrumental music to improve performance in tasks involving typing with either low or high volume music.
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Higuchi, Masakazu, and Takashi Komuro. "Multi-finger AR Typing Interface for Mobile Devices Using High-Speed Hand Motion Recognition." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702613.2732741.
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