Social anxiety and technology: Face-to-face communication versus technological communication among teens

This study examined teens’ use of socially interactive technologies (SITs), such as online social sites, cell phones/text messaging, and instant messaging (IM), and the role that social anxiety plays on how teens communicate with others (technologically or face-to-face). Participants included 280 high school students from a large western city. On average, 35–40% of teens reported using cell phones/text messaging and online social sites between 1 and 4 h daily, 24% reported using IMs 1–4 h daily and only 8% reported using email between 1 and 4 h daily. Females tended to use cell phones/text messaging and online social sites more so than did males. In assessing social anxiety, analyses revealed a positive relationship between social anxiety (not comfortable talking with others face-to-face) and (1) talking with others online and (2) talking with others via text messaging. In contrast, there was a positive relationship between the lack of social anxiety (feeling “comfortable” talking with others) and making friends online. Assessing gender differences and social anxiety also revealed significant differences. Results revealed females reported more social anxiety (not comfortable talking with others in person) than did males. In addition, females, more than males, reported feeling more comfortable using SITs (text messaging and online social sites only) rather than talking with others face-to-face.     

Quotations in scholarly text: Converting existing documents to hypertext

A crucial issue in hypertext design is how to give the reader new capabilities without taking any existing ones away. This paper discusses the conversion of traditional, printed scholarly text to hypertext, focusing on the presentation of the explicit links between texts that are represented by direct quotations. It first examines how quotations are used by the author and the reader in traditional text. It then considers the conversion of scholarly text to hypertext, concentrating on how direct quotations should be handled. Three specific areas are examined: (i) what kinds of links are necessary, and what they should link together, (ii) how the linked texts should be divided into sections or nodes, and (iii) how the links and nodes should be displayed to the reader. The paper concludes by listing some recommendations for the conversion of scholarly text to hypertext.Stephanie W. Haas is an Assistant Professor in the School of Information and Library Science at the University of North Carolina at Chapel Hill. She is interested in natural language processing and information retrieval. Her most recent publications concern the vocabulary and structure of sublanguages.     

“Tryin to make a dolla outa fifteen cent”: Teaching composition with the Internet at an HBCU

Drawing upon nearly a decade of experience, I describe the challenges and advantages of teaching composition with the Internet at Howard University; I also explore the implications for other historically Black colleges and universities (HBCUs). First, I discuss the digital divide that has made it so difficult for many HBCU faculty members and students to access the Internet for composition courses. Next, I describe how students and I succeeded in harnessing the Internet not only to practice high-level writing skills but to “do cultural work”: to establish online “safe houses” for African American English, to collaborate with White North Americans and Black South Africans, and to publish Afrocentric material on the Web. In closing, I identify the pedagogical strategies that turned the Internet into a productive tool for the students in my writing courses.     

Graphical representation of help knowledge for intelligent tutoring systems

Today an expected facility of interactive computer systems and application programs is an extensive, well-designed, and well-written online help system. A help system frequently provides online tutorial text concerning the operation of the system or application. In the case of Intelligent Tutoring Systems (ITS), an embedded help system provides help with topics in the training domain. In this environment, the help system not only provides user initiated help, but also help text introduced by the embedded computer expert for the purpose of directing or correcting student actions.

Explanatory material contained in help systems is called help documentation, and is usually accessed through a “HELP” command. Identification of relevant help texts is difficult for a user, and is a special case of the general information retrieval problem.

This paper discusses methods for the retrieval of help knowledge items using graphical, on-screen, tree structures. The configuration of these “study trees” conforms to the hierarchical nature of the tutorial information being referenced. Selection of natural language terms affords initial entry to the trees. A user of the help system browses the trees directly on-screen and consults the subject help texts at will. The study tree presentation facilitates effective selection of pertinent help texts and relates the collection of help material into an integrated whole.     

A Web‐based resource model for scholarship 2.0: object reuse & exchange

Digital scholarship offers the opportunity to move beyond the limitations of traditional scholarly publication. Rather than limiting scholarly communication to text‐based static documents, the Web makes it possible for scholars to expose and share the full evidence of their research including data, images, video, and other genre of materials. These aggregations of evidence, or compound documents, can then be integrated into a linked data cloud, the basis of Scholarship 2.0—an open environment in which scholars collaborate and build new knowledge on the existing scholarship. We present Open Archives Initiative–Object Reuse and Exchange (OAI–ORE), a set of standards to identify and describe aggregations of WebResources, thereby making the Scholarship 2.0 vision possible. Copyright © 2010 John Wiley & Sons, Ltd.     

“What South Park Character Are You?”: Popular Culture, Literacy, and Online Performances of Identity

In this essay, I study MySpace and Facebook pages, as well as interviews with the university students who created them, in order to address how online literacy practices of contemporary convergence culture both use and are filtered through popular culture. Though their answers to questions of intent, audience, and rhetorical choices varied, students shared a common reliance on popular culture content and references appropriated from other sites to compose their identities and read the identities of others. They used popular culture icons, catch phrases, music, text, and film clips in postmodern, fragmented collages that seem simultaneously sentimental and ironic. The construction of these pages illustrates how popular culture practices that predate online technologies have been adopted and have flourished with new technologies that allow content to flow across media as well as increase the ease of audience participation. Online technological changes have changed what it means to be part of an “audience” by changing how individuals respond to and adapt popular culture texts to their own ends, such as the construction of identities on web pages. By creating potentially global audiences for any web page, these online technologies have changed the relationship of the popular culture audience members and their peers. The intertextual nature of popular culture texts creates opportunities for multiple readings of social networking web pages in ways that destabilize the identities students believe they have created.     

On the Evolution Complexity of Design Patterns

Software co-evolution can be characterised as a way to “adjust” any given software implementation to a change (“shift”) in the software requirements. In this paper, we propose a formal definition of evolution complexity to precisely quantify the cost of adjusting a particular implementation to a change (“shift”) in the requirements. As a validation, we show that this definition formalises intuition about the evolvability of design patterns.     

A Coalgebraic Semantics for Epistemic Programs

This paper gives a fresh look at my previous work on “epistemic actions” and information updates in distributed systems, from a coalgebraic perspective. I show that the “relational” semantics of epistemic programs, given in [BMS2] in terms of epistemic updates, can be understood in terms of functors on the category of coalgebras and natural transformations associated to them. Then, I introduce a new, alternative, more refined semantics for epistemic programs: programs as “epistemic coalgebras”. I argue for the advantages of this second semantics, from a semantic, heuristic, syntactical and proof-theoretic point of view. Finally, as a step towards a generalization, I show these concepts make sense for other functors, and that apparently unrelated concepts, such as Bayesian belief updates and process transformations, can be seen to arise in the same way as our “epistemic actions”.     

Networked Participatory Scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks

We examine the relationship between scholarly practice and participatory technologies and explore how such technologies invite and reflect the emergence of a new form of scholarship that we call Networked Participatory Scholarship: scholars’ participation in online social networks to share, reflect upon, critique, improve, validate, and otherwise develop their scholarship. We discuss emergent techno-cultural pressures that may influence higher education scholars to reconsider some of the foundational principles upon which scholarship has been established due to the limitations of a pre-digital world, and delineate how scholarship itself is changing with the emergence of certain tools, social behaviors, and cultural expectations associated with participatory technologies.     

Bisimulation for Higher-Order Process Calculi

Ahigher-order process calculusis a calculus for communicating systems which contains higher-order constructs like communication of terms. We analyse the notion ofbisimulationin these calculi. We argue that both the standard definition of bisimulation (i.e., the one for CCS and related calculi), as well ashigher-order bisimulation[E. Astesiano, A. Giovini, and G. Reggio,in“STACS '88,” Lecture Notes in Computer Science, Vol. 294, pp. 207–226, Springer-Verlag, Berlin/New York, 1988; G. Boudol,in“TAPSOFT '89,” Lecture Notes in Computer Science, Vol. 351, pp. 149–161, Springer-Verlag, Berlin/New York, 1989; B. Thomsen, Ph.D. thesis, Dept. of Computing, Imperial College, 1990] are in general unsatisfactory, because of their over-discrimination. We propose and study a new form of bisimulation for such calculi, calledcontext bisimulation, which yields a more satisfactory discriminanting power. A drawback of context bisimulation is the heavy use of universal quantification in its definition, which is hard to handle in practice. To resolve this difficulty we introducetriggered bisimulationandnormal bisimulation, and we prove that they both coincide with context bisimulation. In the proof, we exploit thefactorisation theorem: When comparing the behaviour of two processes, it allows us to “isolate” subcomponents which might give differences, so that the analysis can be concentrated on them     

Allocating Time Across Multiple Texts: Sampling and Satisficing

Abstract

We report two studies investigating readers' ability to allocate limited time adaptively across online texts of varying difficulty. In both studies participants were asked to learn about the human heart and were free to allocate time to 4 separate online texts about the heart but did not have enough time to read them all thoroughly. Of particular interest was whether readers attempted to select the best text for them (by sampling the texts before reading) or to monitor texts while reading them and continue reading any text judged good enough (a satisficing strategy). We argue that both strategies can be considered adaptive, depending on properties of readers, texts, and tasks. Experiment 1 tested readers with a range of background knowledge and allowed them either 7 or 15 min study time. It showed that participants were adaptive in how they allocated their time in that more knowledgeable readers spent more time reading more difficult texts. Satisficing was a much more common strategy than sampling. Experiment 2 showed that providing outline overviews of each text dramatically increased the number of participants using a sampling strategy so that it became the modal strategy. However, this change in strategy had no effect on learning. Outline overviews presumably changed readers' perception of the ease with which relevant dimensions of text quality can be judged.     

Reclaiming Experience: The Aesthetic and Multimodal Composition

Recent scholarship points to the rhetorical role of the aesthetic in multimodal composition and new media contexts. In this article, I examine the aesthetic as a rhetorical concept in writing studies and imagine the ways in which this concept can be useful to teachers of multimodal composition. My treatment of the concept begins with a return to the ancient Greek aisthetikos (relating to perception by the senses) in order to discuss the aesthetic as a meaningful mode of experience. I then review European conceptions of the aesthetic and finally draw from John Dewey and Bruno Latour to help shape this concept into a pragmatic and useful approach that can complement multimodal teaching and learning. The empirical approach I construct adds to an understanding of aesthetic experience with media in order to render more transparent the ways in which an audience creates knowledge—or takes and makes meaning—via the senses. Significantly, this approach to meaning making supports learning in digital environments where students are increasingly asked to both produce and consume media convergent texts that combine multiple modalities including sound, image, and user interaction.     

Dynamic Dictionary Matching in External Memory

In thedynamic dictionary matchingproblem, a dictionaryDcontains a set of patterns that can change over time under insertion and deletion of individual patterns. Given an arbitrary textT, we must efficiently list all the dictionary patterns that occur at each text position. We investigate the I/O complexity of this problem for a large dictionary that must be stored in external storage devices. By following a completely new approach, we devise an efficient solution which is based upon the SB-tree data structure (P. Ferragina and R. Grossi, 1995,in“Proc. ACM Symposium on Theory of Computing,” pp. 693–702), and a novel notion of certificate for the dictionary matching problem. Our data structure can be adapted to efficiently work in main memory and to solve other problems, thus providing a new insight into the nature of the dictionary matching problem.     

In Search of New Product Ideas: Identifying Ideas in Online Communities by Machine Learning and Text Mining

Online communities are attractive sources of ideas relevant for new product development and innovation. However, making sense of the ‘big data’ in these communities is a complex analytical task. A systematic way of dealing with these data is needed to exploit their potential for boosting companies' innovation performance. We propose a method for analysing online community data with a special focus on identifying ideas. We employ a research design where two human raters classified 3,000 texts extracted from an online community, according to whether the text contained an idea. Among the 3,000, 137 idea texts and 2,666 non‐idea texts were identified. The human raters could not agree on the remaining 197 texts. These texts were omitted from the analysis. The remaining 2,803 texts were processed by using text mining techniques and used to train a classification model. We describe how to tune the model and which text mining steps to perform. We conclude that machine learning and text mining can be useful for detecting ideas in online communities. The method can help researchers and firms identify ideas hidden in large amounts of texts. Also, it is interesting in its own right that machine learning can be used to detect ideas.     

一种基于复杂网络的短文本语义相似度计算

将传统的文本相似度量方法直接移植到短文本时,由于短文本内容简短的特性会导致数据稀疏而造成计算结果出现偏差。该文通过使用复杂网络表征短文本,提出了一种新的短文本相似度量方法。该方法首先对短文本进行预处理,然后对短文本建立复杂网络模型,计算短文本词语的复杂网络特征值,再借助外部工具计算短文本词语之间的语义相似度,然后结合短文本语义相似度定义计算短文本之间的相似度。最后在基准数据集上进行聚类实验,验证本文提出的短文本相似度计算方法在基于F-度量值标准上,优于传统的TF-IDF方法和另一种基于词项语义相似度的计算方法。     

Finnish high school students’ readiness to adopt online learning: Questioning the assumptions

The Finnish high school system in rural areas is facing challenges because of a decreasing number of the students. This situation places new emphasis on online learning. Online learning offers new possibilities for high schools to provide equal learning opportunities for their students. This paper explores students’ readiness to adapt their studying habits in the networked high schools by outlining their beliefs about online learning. Beliefs are assumed to direct people’s actions, in this case activities concerning studying online. Three hundred second year high school students from Eastern Finland who had not had the experiences of learning online were studied. The findings suggest that students polarize into negative, neutral and positive groups based on their beliefs concerning online learning. Results also indicate that students’ knowledge about the possibilities of online learning is quite superficial. In contrast to theories about collaborative learning practices, students see online learning rather differently. Students with negative and neutral beliefs especially see online learning merely as a static “warehouse” of materials and study-alone learning tasks instead of offering possibilities for collaborative knowledge building.     

ASTM E1989-98 - The New Instrument Control Standard

The new ASTM E1989-98 Laboratory Equipment Control Interface Specification (LECIS) is a robust standard definition of equipment behavior while under remote control. The goal of the standardization effort is to facilitate “plug-and-play” integration of laboratory automation with standard hardware behavior and software interfaces. The LECIS standardizes laboratory equipment behavior and a message passing scheme between the controller and equipment that synchronizes this behavior. Commercial adoption of this new standard is well under way.     

Bureaucratic factors in the adoption of gis by public organizations: Preliminary evidence from public administrators and planners

Among the goals of the National Center for Geographic Information and Analysis is the development of programs to transfer knowledge about GIS to public organizations. Achievement of this goal depends on a number of factors, among them technical, financial, and political conditions, as well as bureaucratic structures that influence the adoption of new innovations generally, and GIS specifically. In this paper, I argue that because of organizational reliance on “standard operating procedures” on the one hand, and professional training and socialization on the other, public organizations tend to favor the status quo, while public administrators screen out the geographical components of professional tasks and rely on nongeographic information systems. This argument is based on a theoretical understanding of bureaucracy, organizational decision-making, and the search for information used by organizations in the decision-making process. I provide support for this argument based on a study of the use of geographic information by public administrators and planners, as evidenced by the presence of maps, within the professional publications of the American Society for Public Administration and the American Institute of Certified Planners/American Planning Association.     

A methodology for expressing CIM reference architectures

TNO is doing research in many areas of industrial automation and is heavily involved in European projects financed by R&D programmes such as Esprit, Eureka and Brite, and in many ISO and CEN standardization activities. From this experience it becomes clear that the I of Integration in CIM has not only to do with the integration of the so-called “islands of automation” but also with the integration of ”islands of manufacturing”: how we can improve the transfer of manufacturing knowledge. We have to increase the semantic content of our integration approaches, so that not only can computer scientist be involved, but also people from the companies we are trying to help, and people who are responsible for the development of new CIM components. The real problem is not a problem of technical integration of computers, but much more a “conceptual modelling” problem. Fundamental questions are, for instance, how we can, on the semantic level really required, model information transfer upstream and downstream in the product life cycle. Based on the analysis of existing CIM projects such as CAD*I, CIM- OSA, Open CAM Systems (Esprit I) IMPACT (Esprit II), CAM-I's CIM Architecture, the Danish Principal model for CIM, and more, we developed a generic and reusable CIM reference architecture. This architecture shows manufacturing activities, real and information flow objects, CIM components and industrial automation standards like STEP, MAP, TOP, EDIFACT, MMS etc. in an integrated way. In this paper we describe the CIM base model used to express the CIM reference architecture and give some details of the CIM reference architecture itself.     

Adaptation of maximum entropy capitalizer: Little data can help a lot

A novel technique for maximum “a posteriori” (MAP) adaptation of maximum entropy (MaxEnt) and maximum entropy Markov models (MEMM) is presented.The technique is applied to the problem of automatically capitalizing uniformly cased text. Automatic capitalization is a practically relevant problem: speech recognition output needs to be capitalized; also, modern word processors perform capitalization among other text proofing algorithms such as spelling correction and grammar checking. Capitalization can be also used as a preprocessing step in named entity extraction or machine translation.A “background” capitalizer trained on 20 M words of Wall Street Journal (WSJ) text from 1987 is adapted to two Broadcast News (BN) test sets – one containing ABC Primetime Live text and the other NPR Morning News/CNN Morning Edition text – from 1996.The “in-domain” performance of the WSJ capitalizer is 45% better relative to the 1-gram baseline, when evaluated on a test set drawn from WSJ 1994. When evaluating on the mismatched “out-of-domain” test data, the 1-gram baseline is outperformed by 60% relative; the improvement brought by the adaptation technique using a very small amount of matched BN data – 25–70k words – is about 20–25% relative. Overall, automatic capitalization error rate of 1.4% is achieved on BN data.The performance gain obtained by employing our adaptation technique using a tiny amount of out-of-domain training data on top of the background data is striking: as little as 0.14 M words of in-domain data brings more improvement than using 10 times more background training data (from 2 M words to 20 M words).