During the last decade, the role of the government and the professional corporations in approving graduate programmes, licensing interns and residents and requesting statistical information has expanded greatly. The result has been a dramatic increase in administrative workload. At McGill University, the response of the Faculty of Medicine was the introduction of a Computerized Administrative Monitoring System (CAMS) for interns and residents, which provides immediate access, via a video display terminal, to any applicant's or trainee's information file. CAMS also provides timely reports on the status of administrative requirement for both the specialty programmes and the interns and residents assigned to them. The design and implementation of CAMS on the central university time-sharing computer system is described. Some measures of the effort of design, implement and run the system are included, along with an indication of the benefits to the clerical and medical staff who administer the 40 specialty programmes and some 1000 medical trainees.

Children's competence in performing fundamental movement skills (FMS) is positively associated with physical activity levels, health-related fitness and healthier weight status. The early years of primary school provide a crucial platform for children to develop FMS. It has been recommended that teachers become more involved in assessing children's FMS so that they can subsequently support their development of these skills more effectively. However, there is a shortage of FMS assessment tools available for teachers to use within primary schools. To address this shortfall, this research programme was conducted to develop a movement assessment tool (MAT) for primary school teachers to assess the FMS of children aged 4-7 years old. Qualitative and quantitative research methods were implemented across four studies. In the initial three studies, the perspectives of primary school teachers and experts from the field of children's movement development and primary school Physical Education were sought to establish recommendations for the format of the MAT and to establish its content. Based on these findings, a prototype of the MAT was developed. In the final study, a Mixed-Methods Research design was implemented with primary school teachers to evaluate the feasibility of the MAT prototype being used in lesson time. Until now, there has been a paucity of literature discussing teacher-oriented assessment of children's FMS. Therefore, the original contribution to knowledge presented in this thesis is the detailed understanding of how teachers should assess young children's FMS in school settings. The findings of Study One signify that teachers perceive a need for a MAT that is simple to use, quick to administer, and that provides valuable feedback to guide future teaching and learning. In Study Two, three dichotomous dilemmas emerged from the data in relation to assessing children's FMS competence. These dilemmas relate to the intended purpose of the assessment, the nature of its implementation and the context that it will be used. Study Three established content validity for the movement tasks within the assessment of FMS for children aged 4-7 years. The findings of Study Four revealed that the MAT is feasible for teachers to implement within PE lessons and teachers reported improvements in their awareness of assessing children's FMS as a result of using the MAT. The overall findings present a MAT that allows primary school teachers to assess the FMS competence of children aged 4-7 years old within PE lessons. Considering the shortage of teacheroriented MATs, this protocol may be attractive to teachers as it enables them to better understand and support children's development of FMS. ix 6.3.1 Research design .

We have built on the U.C.S.D. P-system (running on an IBM Personal Computer) a relational algebra processor, MRDS/FS, which is extremely powerful and which supports a functional syntax for the programmer-user. The relational algebra is provided in the extended operators p-join, a-join, project and select. The domain algebra is fully implemented for the first time, giving operations on attributes: arithmetic, logic, comparison and four different categories of aggregation of these. A strictly functional syntax is provided, permitting user-defined functions using the relational and domain algebras as primitive operations. An interactive editor permits the creation, copying and changing of both relations and user-defined functions. KEY WORDS Extended relational algebra Functional programming Microcomputer