A methodology to specify three-dimensional interaction using Petri Nets

This work presents a methodology to formally model and to build three-dimensional interaction tasks in virtual environments using three different tools: Petri Nets, the Interaction Technique Decomposition taxonomy, and Object-Oriented techniques. User operations in the virtual environment are represented as Petri Net nodes; these nodes, when linked, represent the interaction process stages. In our methodology, places represent all the states an application can reach, transitions define the conditions to start an action, and tokens embody the data manipulated by the application. As a result of this modeling process we automatically generate the core of the application's source code. We also use a Petri Net execution library to run the application code. In order to facilitate the application modeling, we have adapted Dia, a well-known graphical diagram editor, to support Petri Nets creation and code generation. The integration of these approaches results in a modular application, based on Petri Nets formalism that allows for the specification of an interaction task and for the reuse of developed blocks in new virtual environment projects.     

A semiotic engineering approach to user interface design

Designing software involves good perception, good reasoning, and a talent to express oneself effectively through programming and interactive languages. Semiotic theories can help HCI designers increase their power to perceive, reason and communicate. By presenting some of the results we have reached with semiotic engineering over the last few years, we suggest that the main contributions of semiotic theory in supporting HCI design are: to provide designers with new perceptions on the process and product of HCI design; to bind together all the stages of software development and use, giving them a unique homogeneous treatment; and to pose innovative questions that extend the frontiers of HCI investigations.     

Quasi-stationary multiple stimulated Raman generation in the visible using optical fibers

Several orders of stimulated Raman scattering (SRS) in monomode and multimode fibers have been observed. The relatively low power in the visible used in the quasi-stationary regime permitted observation of sharply defined Stokes and anti-Stokes spectral lines without any continua. Results of pump-to-Stokes power conversion in a monomode fiber indicate a striking equivalence between pump power and fiber length. The dependence of multiple SRS generation/amplification with these parameters is investigated up to the limit of near total pump extinction. We propose a qualitative explanation of these facts, although a detailed theory of nonlinear behavior of fibers is wanting. Parametric four-photon mixing is again confirmed to account for the generation of stimulated anti-Stokes radiation in multimode fibers and its absolute absence in monomode fibers.     

Quasi-elastic light scattering of carnauba wax in the liquid phase: dynamics 2

Quasi-elastic light scattering of carnauba wax in the liquid phase is obtained in a heterodyne setup, and dynamic processes are analyzed through electrophoresis. Nonspherical polar clusters are found, containing a net electrical charge. An applied square-wave electric field induces drift and rotation of these clusters.These effects are dependent on strength and frequency of the applied electric field. At 373 K and in the low frequency limit the local electric field strength is approximately 70 times the strength of the applied one. This enhancement is believed to be caused by collective orientation of the clusters. The electrophoretic mobility is 1.1 X 10(-12) m2/V sec in the high frequency limit and 7.4 X 10(-11) m2/V sec in the low frequency limit. The electric dipole moment is 6.3 X 10(-16) N(-1/2) m(-1/2) where N is the cluster density/cubic meter and the net charge is about one or two elementary charges.     

Critical thinking in E-learning environments

One of the primary aims of higher education in today’s information technology enabled classroom is to make students more active in the learning process. The intended outcome of this increased IT-facilitated student engagement is to foster important skills such as critical thinking used in both academia and workplace environments. Critical thinking (CT) skills entails the ability(ies) of mental processes of discernment, analysis and evaluation to achieve a logical understanding. Critical thinking in the classroom as well as in the workplace is a central theme; however, with the dramatic increase of IT usage the mechanisms by which critical thinking is fostered and used has changed. This article presents the work and results of critical thinking in a virtual learning environment. We therefore present a web-based course and we assess in which parts of the course, and to what extent, critical thinking was perceived to occur. The course contained two categories of learning modules namely resources and interactive components. Critical thinking was measured subjectively using the ART scale. Results indicate the significance of “interactivity” in what students perceived to be critical-thinking-oriented versus online material as a resource. Results and opportunities that virtual environments present to foster critical thinking are discussed.     

The changing face of bullying: An empirical comparison between traditional and internet bullying and victimization

Electronic aggression, or cyberbullying, is a relatively new phenomenon. As such, consistency in how the construct is defined and operationalized has not yet been achieved, inhibiting a thorough understanding of the construct and how it relates to developmental outcomes. In a series of two studies, exploratory and confirmatory factor analyses (EFAs and CFAs respectively) were used to examine whether electronic aggression can be measured using items similar to that used for measuring traditional bullying, and whether adolescents respond to questions about electronic aggression in the same way they do for traditional bullying. For Study I (n = 17 551; 49% female), adolescents in grades 8-12 were asked to what extent they had experience with physical, verbal, social, and cyberbullying as a bully and victim. EFA and CFA results revealed that adolescents distinguished between the roles they play (bully, victim) in a bullying situation but not forms of bullying (physical, verbal, social, cyber). To examine this further, Study II (n = 733; 62% female), asked adolescents between the ages of 11 and 18 to respond to questions about their experience sending (bully), receiving (victim), and/or seeing (witness) specific online aggressive acts. EFA and CFA results revealed that adolescents did not differentiate between bullies, victims, and witnesses; rather, they made distinctions among the methods used for the aggressive act (i.e. sending mean messages or posting embarrassing pictures). In general, it appears that adolescents differentiated themselves as individuals who participated in specific mode of online aggression, rather than as individuals who played a particular role in online aggression. This distinction is discussed in terms of policy and educational implications.     

Evaluation of a workplace technology for mental health assessment: A meaning-making process

This paper describes the results of a summative evaluation conducted to explore the usability and acceptability of an automated telephone-based technology, designed and developed as a screening tool for mental health disorders in the workplace. The system screens employees for symptoms and subsequently provides educational information and referrals to improve mental health and enhance productivity. The qualitative evaluation was a sub-study of a larger randomized controlled trial (RCT). We conducted in-depth interviews with 15 individuals who participated in the RCT and had used the system. A phenomenological theoretical framework was utilized to analyze the narrative data. Results indicated that participants had mostly positive experience with the system and perceived it as a confidential program that allowed them to reflect on their symptoms without inhibition, fear of judgment or embarrassment. We also learned that asking mere questions about mental health symptoms can be a positive, instructive and possibly a restorative experience. There is a likelihood that for many participants, exposure to questions about their emotional and mental distress validated their feelings about their symptoms and was sufficiently compelling to promote help-seeking behavior. This evaluation study demonstrates that computers can be utilized in the workplace as effective screening and educational tools to improve employees’ mental health.     

Are Cyberbullies really bullies? An investigation of reactive and proactive online aggression

Cyberbullying, or online aggression, is an issue of increasing concern, however little research has been conducted on the motivations underlying this form of aggression. Using a mixed-method approach, by means of survey and interview data, we explored whether online aggressive acts were motivated by proactive (intentionally aggressing to obtain a resource or a goal), and/or reactive (aggression that occurs in reaction to provocation) reasons. Participants for the survey portion of the study included 733 adolescents between the ages of 10 and 18, while a subset of 15 adolescents participated in semi-structured interviews. Factor analysis revealed that, in contrast to traditional forms of bullying, adolescents do not identify themselves according to the role they played in an internet aggressive situation (i.e. bully, victim, witness), but according to the method of aggression they used (i.e. sending mean messages, posting embarrassing photos, and developing hostile websites). More interestingly, regression analyses demonstrated that motivations for aggressing online also varied according to method of aggression rather than role. For example, adolescents who chose to aggress by posting mean messages or posting embarrassing photos were more likely to do so for reactive reasons, while adolescents who spent time creating hostile websites did so for proactive reasons.     

Roles of Sexual Objectification Experiences and Internalization of Standards of Beauty in Eating Disorder Symptomatology: A Test and Extension of Objectification Theory.

This study extends the literature on eating disorder symptomatology by testing, based on extant literature on objectification theory (B. L. Fredrickson & T. Roberts, 1997) and the role of sociocultural standards of beauty (e.g., L. J. Heinberg, J. K. Thompson, & S. Stormer, 1995), a model that examines (a) links of reported sexual objectification experiences to eating disorder-related variables and (b) the mediating roles of body surveillance, body shame, and internalization of sociocultural standards of beauty. Consistent with hypotheses, with a sample of 221 young women, support was found for a model in which (a) internalization of sociocultural standards of beauty mediated the links of sexual objectification experiences to body surveillance, body shame, and eating disorder symptoms, (b) body surveillance was an additional mediator of the link of reported sexual objectification experiences to body shame, and (c) body shame mediated the links of internalization and body surveillance to disordered eating. (PsycINFO Database Record (c) 2010 APA, all rights reserved)