In the performance evaluation of a protocol for an ad hoc network, the protocol should be tested under realistic conditions including, but not limited to, a sensible transmission range, limited buffer space for the storage of messages, representative data traffic models and realistic movements of the mobile users (i.e. a mobility model). This paper is a survey of mobility models that are used in the simulations of ad hoc networks. We describe several mobility models that represent mobile nodes whose movements are independent of each other (i.e. entity mobility models) and several mobility models that represent mobile nodes whose movements are dependent on each other (i.e. group mobility models). The goal of this paper is to present a number of mobility models in order to offer researchers more informed choices when they are deciding on a mobility model to use in their performance evaluations. Lastly, we present simulation results that illustrate the importance of choosing a mobility model in the simulation of an ad hoc network protocol. Specifically, we illustrate how the performance results of an ad hoc network protocol drastically change as a result of changing the mobility model simulated. Copyright © 2002 John Wiley & Sons, Ltd.

The purpose of this study was to investigate whether wearing lower-body compression garments attenuate indices of muscle damage and decrements in performance following drop-jump training. Seven trained female and four trained male subjects undertook blood collection for creatine kinase (CK) and lactate dehydrogenase (LDH), a mid-thigh girth measurement, and reported their perceived muscle soreness (PMS). A series of performance tests were then completed including sprints (5 m, 10 m, and 20 m), a 5-0-5 agility test, and a countermovement jump test. In a randomized crossover experimental design, separated by 1 week, subjects completed 5 x 20 maximal drop-jumps, followed immediately after exercise by either wearing graduated compression tights (CG) or undertook passive recovery as a control (CON) for 48 hours. CK, LDH, mid-thigh girth, and PMS were retested after 24 hours and 48 hours of recovery. The performance tests were repeated after 48 hours of recovery. Analysis of variance for repeated measures indicated that for female subjects, CK values were elevated after 24-hour recovery (p = 0.020) and a greater PMS was observed after 48-hour recovery in the CON condition (p = 0.002) but not for the CG condition. For all the subjects (n = 11), a greater PMS was observed after 48-hour recovery in the CON condition (p = 0.001) but not the CG condition. Significant increases in time were reported for 10-m (p = 0.016, 0.004) and 20-m sprints (p = 0.004, 0.001) in both the CON and CG conditions and for the 5-m sprint (p = 0.014) in the CG condition. All other parameters were unchanged in either condition. Data indicates that CK responses and PMS might be attenuated by wearing compression tights in some participants after drop-jump training; however, no benefit in performance was observed.

Children older than 8 years old, who owned a computer and completed a food diary, performed better in the CAAFE. A high incidence of disagreement was found in relation to the schools and the type of meal. Overall matches (43%), intrusions (29%) and omissions (28%) indicate that further studies are required to improve the validity of the CAAFE.

BackgroundInformation and communication technology (ICT) has been used with increasing frequency for the assessment of diet and physical activity in health surveys. A number of Web-based questionnaires have been developed for children and adolescents. However, their usability characteristics have scarcely been reported, despite their potential importance for improving the feasibility and validity of ICT-based methods.ObjectiveThe objective of this study was to describe the usability evaluation of the Consumo Alimentar e Atividade Física de Escolares (CAAFE) questionnaire (Food Consumption and Physical Activity Questionnaire for schoolchildren), a new Web-based survey tool for the self-assessment of diet and physical activity by schoolchildren.MethodsA total of 114 schoolchildren aged 6 to 12 years took part in questionnaire usability testing carried out in computer classrooms at five elementary schools in the city of Florianopolis, Brazil. Schoolchildren used a personal computer (PC) equipped with software for recording what is on the computer screen and the children’s speech during usability testing. Quantitative and qualitative analyses took into account objective usability metrics such as error counts and time to complete a task. Data on the main difficulties in accomplishing the task and the level of satisfaction expressed by the children were assessed by the observers using a standardized form and interviews with the children. Descriptive statistics and content analysis were used to summarize both the quantitative and the qualitative aspects of the data obtained.ResultsThe mean time for completing the questionnaire was 13.7 minutes (SD 3.68). Compared to the children in 2nd or 3rd grades, those in 4th or 5th grades spent less time completing the questionnaire (median 12.4 vs 13.3 minutes, P=.022), asked for help less frequently (median 0 vs 1.0 count, P=.005), had a lower error count (median 2.0 vs 8.0 count, P<.001), and obtained a higher overall performance score (median 73.0 vs 68.0, P=.005). Children with a PC at home spent less time completing the questionnaire (median 12.3 vs 14.9 minutes, P<.001), had a lower overall error count (median 2.0 vs 9.0 count, P=.03), and had a higher performance score (median 72.0 vs 64.0, P=.005) compared to the children without a PC at home. The most common difficulty in completing the questionnaire was in using the scroll bar. The majority of children reported a positive evaluation (liked a lot or liked) for the four design elements, which were evaluated.ConclusionsThe results of the present study provided feedback to improve the final version of the CAAFE questionnaire. Quantitative data showed minor errors and system failures, while qualitative data indicated that, overall, the children enjoyed the CAAFE questionnaire. Grade levels and PC use must be taken into account in Web-based tools designed for children.

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