Pointer Actions Research Articles

Optical Mouse Sensor for Eye Blink Detection and Pupil Tracking: Application in a Low-Cost Eye-Controlled Pointing Device

In this paper, a new application of the optical mouse sensor is presented. The optical mouse is used as a main low-cost infrared vision system of a new proposal of a head-mounted human-computer interaction (HCI) device controlled by eye movements. The default optical mouse sensor lens and illumination source are replaced in order to improve its field of view and capture entire eye images. A complementary 8-bit microcontroller is used to acquire and process these images with two optimized algorithms to detect forced eye blinks and pupil displacements which are translated to computer pointer actions. This proposal introduces an inexpensive and approachable plug and play (PnP) device for people with severe disability in the upper extremities, neck, and head. The presented pointing device performs standard computer mouse actions with no extra software required. It uses the human interface device (HID) standard class of the universal serial bus (USB) increasing its compatibility for most computer platforms. This new device approach is aimed at improving comfortability and portability of the current commercial devices with simple installation and calibration. Several performance tests were done with different volunteer users obtaining an average pupil detection error of 0.34 pixels with a successful detection in 82.6% of all mouse events requested by means of pupil tracking.

Cytological aspects of incompatible and compatible interactions between rice, wheat and the blast pathogen Pyricularia oryzae

Blast, caused by the fungus Pyricularia oryzae, is an important disease affecting rice and wheat yield worldwide. This study investigated the cytological aspects of incompatible (non-host resistance) and compatible (host resistance) rice- (R_Po) and wheat- (W_Po) Pyricularia oryzae isolate interactions. Inoculations of rice and wheat with the R_Po and W_Po isolates of P. oryzae, respectively, were expected to be compatible interactions (host resistance), whereas inoculations of rice and wheat with the W_Po and R_Po isolates of P. oryzae, respectively, were considered to be incompatible interactions (non-host resistance). For the compatible interactions (rice-R_Po and wheat-W_Po), fungal hyphae penetrated and colonized the epidermal cells and also invaded many neighboring cells. By contrast, in the case of the incompatible interactions (rice-W_Po and wheat-R_Po), fungal hyphae were not able to penetrate nor colonize the epidermal cells, but when penetration did occur, the hyphae were restricted to the first-invaded epidermal cell. The frequency of appressorial sites exhibiting infection hyphae within the epidermal cell underlying an appressorium was greater in the case of the compatible interactions. By contrast, unsuccessful penetrations with cytoplasmic granulation occurred with high frequency in the incompatible wheat-R_Po and rice-W_Po interactions and the number of necrotic epidermal cells underlying the appressorium was low for the rice-W_Po interaction as well as for the wheat- R_Po interaction, where no symptoms of necrosis were exhibited. However, the opposite was observed for the compatible interactions. The present study presents cytological features associated with incompatible and compatible rice- and wheat-P. oryzae interactions that may be useful to studies involving variability, coevolution, diagnosis, and regulation of quarantine or even in a rice or wheat breeding program whose aim is to transfer genes involved in non-host resistance to host resistance due to similarities in downstream mechanisms.

Salt-Induced Micellization of a Triblock Copolymer in Aqueous Solution: A 1H Nuclear Magnetic Resonance Spectroscopy Study

An aqueous micellar solution of a PEO-PPO-PEO triblock copolymer, pluronic F88 (EO103PO39EO103), in the presence of salt (KCl) has been investigated by 1H NMR spectroscopy. The hydrogen-bonding structure in water is directly changed by the strong polarization effect of added salt, which indirectly weakens the interaction of polymer molecules with water. Both EO and PO blocks are dehydrated by the addition of salt in a similar way, whereas the solubility of the PO blocks may be affected in a more pronounced way, which results in the decrease of the critical micellization temperature (CMT). It is found that the addition of salt favors a more compact micellar core, where the water content is decreased and an effective PO-PO interaction is increased. Increasing the salt concentration would result in a decrease in the number of gauche conformers in the PPO chain, which may be the deeper reason for the decreasing solubility of PPO segments in aqueous salt solution. The temperature region over which the micellization occurs is broad, indicating that micelles and unimers coexist over an extended temperature range, whereas this transition region is significantly narrowed by the addition of salt. The addition of salt offers a good substitute way of changing the temperature to induce micellization. The critical micellization salt concentration (CMSC) is determined to be 1.0 mol l-1 for KCl in 2.5% aqueous pluronic F88 solution at 25 degrees C, and the transition region in which both free and associated copolymer molecules coexist is defined to range from 1 to 2 mol L-1.

The Implications of the Pedagogic Metaphor for Teacher Education in Computing

The teaching of computing, like all subjects, requires a range of strategies to take the curriculum content (skills, knowledge, understanding and attitudes) and put it in a form that is more easily learned by students. Metaphor has a particular role in the world of computing: embedded in the design of computer hardware and software; part of the human-computer interface and underpinning important facilities such as icons, pointer actions and window displays. It is proposed that metaphor plays a particular role in pedagogic content knowledge and the training of computing teachers. This article reports on the research undertaken to identify the role metaphor plays in the teaching of computing. Through discussion of a number of difficult-toteach topics an analysis of pedagogic approaches is made. The theoretical background of metaphor is explored and used as the context for describing pedagogic content knowledge. The research adopts a grounded theory approach using text analysis software to record and process a range of documents, statements, textbook analyses and interview transcripts of experienced and successful computing teachers. The outcomes of the research reveal a new perspective upon pedagogic content knowledge with respect to the teaching of computing in post-compulsory education. A model of approaches that identifies the key areas and emphasises the role metaphor plays in both the teaching strategies and the subject knowledge of computing, is presented.