An automated technique for real-time production of lifelike animations of American Sign Language

Generating sentences from a library of signs implemented through a sparse set of key frames derived from the segmental structure of a phonetic model of ASL has the advantage of flexibility and efficiency, but lacks the lifelike detail of motion capture. These difficulties are compounded when faced with real-time generation and display. This paper describes a technique for automatically adding realism without the expense of manually animating the requisite detail. The new technique layers transparently over and modifies the primary motions dictated by the segmental model and does so with very little computational cost, enabling real-time production and display. The paper also discusses avatar optimizations that can lower the rendering overhead in real-time displays.     

Short answers to deep questions: supporting teachers in large‐class settings

In large class settings, individualized student–teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning. While there has been progress in automatic short‐answer grading, analysing student responses to support formative feedback at scale is arguably some way from being widely applied in practice. However, analysing student written responses can provide insights into student conceptions, thus directly informing teacher actions. Indeed, we argue that analysing student responses to provide feedback directly to teachers is as worthy a goal as providing individualized feedback to students and is achievable given the current state‐of‐the‐art in natural language processing. In this paper, we analyse student written responses to short‐answer questions posed in the context of a large first year health sciences course. Each question was designed to elicit deep responses. Our qualitative analysis illustrates the variability in student responses and reveals multiple relationships between these responses, course materials and the questions posed. Such information can be invaluable for teacher praxis. We conclude with a conceptual ‘dashboard’ that categorizes student responses and reveals relationships between responses, course resources and the questions. Such a dashboard could provide timely, actionable insights for teachers and help foster deep learning approaches for students.     

When Deceitful Chats Look Truthful

The amount of deception taking place via electronic text-based communication is increasing. Research has sought to automatically detect deception by analyzing the text from the communicator. However, the deceptive intent of the communication partner is being ignored. We compare the text from subjects who are trying to deceive each other, subjects trying to deceive truth tellers, subjects telling the truth to truth tellers, and subjects telling the truth to deceivers. We hypothesize that despite the intent of the partner, deceitful text will cluster closest to deceitful text. We cluster each of the four conditions using the text content. The cluster algorithm placed subjects trying to deceive each other closest to subjects telling the truth to each other. In this analysis, the language that led subjects to choose the same outcomes had a stronger effect than the language tied to being deceitful or truthful.     

Integrating operational and risk information with system risk models in air traffic control

Cognition, Technology & Work - The next generation Air Transport Management (ATM) requires performance-based safety management that is fully integrated into seamless operational management. To...     

Ozonation of N-Nitrosamines in the Reverse Osmosis Concentrate from Water Recycling Applications

This study aims to evaluate the performance of ozone treatment for removing N-nitrosamines from reverse osmosis (RO) concentrate in water recycling applications. In the absence of any N-nitrosamine precursors, the destruction efficiency of N-nitrosamines was dependent on their molecular weight or the length of the alkyl chain in their molecular structure. Experiments conducted with RO concentrate showed that ozonation could lead to the formation of N-nitrosodimethylamine (NDMA) and N-nitrosodiethylamine (NDEA), resulting in an increase in concentrations of these N-nitrosamines. Nevertheless, ozonation was effective for destruction of N-nitrosamines with molecular weight greater than that of NDEA (102 g/mol).     

The impact of two different think-aloud instructions in a usability test: a case of just following orders?

The instructions used in think-aloud studies can range from a simple request to think-aloud, to an explicit instruction to include certain types of content. The present study compared two think-aloud instructions: the classic neutral think-aloud instruction and an explicit instruction requesting explanations and content that is relevant to the user experience. Data from task performance, mental workload, think-aloud protocols and usability problems were collected from 16 participants, equally distributed between the two think-aloud instruction conditions. No differences were found in task performance, however, participants in the explicit instruction condition reported higher mental workload and a focus on finding interface problems. The explicit instruction condition also yielded more utterances about the user experience, expectations and explanations of behaviour than the neutral condition. An analysis of the resultant usability problems revealed that the explicit instruction led to a larger number of dialogue, navigation, layout and functionality problems, but that the problems which were unique to this condition were, in the main, at a low level of severity.     

Cities under Siege: Urban Planning and the Threat of Infectious Disease

Many analysts argue that the potential for a natural, accidental, or nefarious infectious disease event to have a dramatic impact on urban areas in the United States and abroad is growing. After reviewing the justification for this position, this article considers what cities should do to prepare for a major disease event. Recognizing that prevention and preparation receive insufficient attention, we recommend that planners seek out and work with both public and private sector groups with roles in disaster planning; design land and transportation planning information systems to aid and support decision makers during crises; encourage greater self-sufficiency in food production and consumption; assist in the design of humane, realistic evacuation strategies and routes; and consider the effects of their day-to-day recommendations on disease risk and response.     

Why Parents Drive Children to School: Implications for Safe Routes to School Programs

Problem: Rates of walking and bicycling to school have declined sharply in recent decades, and federal and state governments have committed funds to reverse these trends. To increase rates of walking and biking to school will require understanding why many parents choose to drive their children to school and how well existing programs, like Safe Routes to School, work.

Purpose: We aimed to understand why many parents choose to drive their children even short distances to school, and what implications this has for programs to increase walking and biking to school.

Methods: We used data from a telephone survey to explore why parents drive their children to school.

Results and conclusions: We found that 75% of parents driving their children less than 2 miles to school said they did this for convenience and to save time. Nearly half of parents driving their children less than 2 miles did not allow their child to walk to school without adult supervision. Accompanying a child on a walk to school greatly increases the time the household devotes to such a trip. Few Safe Routes to School programs effectively address issues of parental convenience and time constraints.

Takeaway for practice: Safe Routes to School programs should take parental convenience and time constraints into account by providing ways children can walk to school supervised by someone other than the parent, such as by using walking school buses. To be effective, such programs need institutional support. Schools should take a multimodal approach to pupil transportation.

Research support: This research was funded by the Active Living Research program of the Robert Wood Johnson Foundation and the U.S. and California Departments of Transportation through the University of California Transportation Center.     

Systems models for infrastructures

The paper analyzes the equations which model the growth of human populations and the accompanying infrastructure developments which are required to support the corresponding societies because of their direct or implicit dependence upon human needs. Systems methods are employed to treat the coupled non-linear phenomena, and numerical examples are displayed. The fundamental nature of the models is found to be logistic, and there is switching at critical points between regimes or phases of growth.