Interactive semantics

Much research pursues machine intelligence through better representation of semantics. What is semantics? People in different areas view semantics from different facets although it accompanies interaction through civilization. Some researchers believe that humans have some innate structure in mind for processing semantics. Then, what the structure is like? Some argue that humans evolve a structure for processing semantics through constant learning. Then, how the process is like? Humans have invented various symbol systems to represent semantics. Can semantics be accurately represented? Turing machines are good at processing symbols according to algorithms designed by humans, but they are limited in ability to process semantics and to do active interaction. Super computers and high-speed networks do not help solve this issue as they do not have any semantic worldview and cannot reflect themselves. Can future cyber-society have some semantic images that enable machines and individuals (humans and agents) to reflect themselves and interact with each other with knowing social situation through time? This paper concerns these issues in the context of studying an interactive semantics for the future cyber-society. It firstly distinguishes social semantics from natural semantics, and then explores the interactive semantics in the category of social semantics. Interactive semantics consists of an interactive system and its semantic image, which co-evolve and influence each other. The semantic worldview and interactive semantic base are proposed as the semantic basis of interaction. The process of building and explaining semantic image can be based on an evolving structure incorporating adaptive multi-dimensional classification space and self-organized semantic link network. A semantic lens is proposed to enhance the potential of the structure and help individuals build and retrieve semantic images from different facets, abstraction levels and scales through time.

Reasons for non-adherence to antiretroviral therapy:patients' perspectives provide evidence of multiple causes

The objective of the study was to define common reasons for non-adherence (NA) to highly active antiretroviral therapy (HAART) and the number of reasons reported by non-adherent individuals. A confidential questionnaire was administered to HIV-seropositive patients taking proteinase inhibitor based HAART. Median self-reported adherence was 95% (n = 178, range = 60-100%). The most frequent reasons for at least 'sometimes' missing a dose were eating a meal at the wrong time (38.2%), oversleeping (36.3%), forgetting (35.0%) and being in a social situation (30.5%). The mean number of reasons occurring at least 'sometimes' was 3.2; 20% of patients gave six or more reasons; those reporting the lowest adherence reported a significantly greater numbers of reasons (ρ = - 0.59; p < 0.001). Three factors were derived from the data by principal component analysis reflecting 'negative experiences of HAART', 'having a low priority for taking medication' and 'unintentionally missing doses', accounting for 53.8% of the variance. On multivariate analysis only the latter two factors were significantly related to NA (odds ratios 0.845 and 0.849, respectively). There was a wide spectrum of reasons for NA in our population. The number of reasons in an individual increased as adherence became less. A variety of modalities individualized for each patient are required to support patients with the lowest adherence.

A social psychological analysis of strikes

A participant observation method was employed :in the study of a 20-week stoppage at Ansells Brewery Limited, a constituent company of Allied Breweries (U.K.). The strike, :involving 1,000 workers, began :in opposition to the implementation of a four-day working week and culminated in the permanent closure of the brewery. The three main phases of the strike's development (i.e., its :initiation, maintenance and termination) were analysed according to a social-cognitive approach, based on the psychological imagery, beliefs, values and perceptions underlying the employees' behaviour. Previous psychological treatments of strikes have tended to ignore many of the aspects of social definition, planning and coordination that are an integral part of industrial action. The present study is, therefore, unique in concentrating on the thought processes by which striking workers .make sense of their current situation and collectively formulate an appropriate response. The Ansells strike provides an especially vivid illustration of the ways in which the seminal insights of a small number of individuals are developed, via processes of communication and:influence, into a consensual interpretation of reality. By adopting a historical perspective, it has been possible to demonstrate how contemporary definitions are shaped by the prior history of union-management relations, particularly with regard to: (a) the way that previous events were subjectively interpreted, and (b) the lessons that were learned on the basis of that experience. The present approach is psychological insofar as it deals with the cognitive elements of strike action. However, to the extent that it draws from relevant sections of the industrial relations, organizational behaviour, sociology, anthropology and linguistics literatures, it can claim to be truly interdisciplinary.

Legitimacy building strategies in conditions of discretionary legal enforcement:a logic of social action approach

The present study explores strategies used to legitimize the transfer of organizational practices in a situation of institutional upheaval. We apply the logic of social action (Risse, 2000) to analyze the effectiveness of consequence-based action and communication-based action, in terms of higher coordination, lower conflict, and overall higher economic performance. Consequence-based legitimation is obtained by using a system of distributor incentives tied to performance of specific tasks, while communicative legitimation can be achieved by recommendations and warnings. Our setting is an export channel to European emerging economies. Our results indicate that in the absence of legitimacy, as manifested in discretionary legal enforcement, consequence-based legitimation is more effective than communicative legitimation in reducing conflict, increasing coordination, and ultimately in improving the performance of the export dyad. © 2014 Elsevier Inc.

Women’s Entrepreneurship: closing the gender gap in access to financial and other services and in social entrepreneurship

This study explores differences between men and women entrepreneurs and social entrepreneurs. It explores the barriers and discriminatory effects that hinder women’s entrepreneurship, including access to finance in the European Union. The study includes four case studies covering the situation in the Czech Republic, Italy, Sweden, and the United Kingdom.

Role of the educator in social software initiatives in Further and Higher Education:a conceptualisation and research agenda

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the student interactions on these tools) are instrumental to most aspects of a social software initiative. To this end, we have developed an agenda for future research on the role of the educator. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context and provide recommendations for further investigations. By developing a research agenda we hope to stimulate research that creates a better understanding of the educator’s situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in the educational domain.