Being online, living offline: The influence of social ties over the appropriation of social network sites

Research on social network sites has examined how people integrate offline and online life, but with a particular emphasis on their use by friendship groups. We extend earlier work by examining a case in which offline ties are non-existent, but online ties strong. Our case is a study of bodybuilders, who explore their passion with like-minded offline 'strangers' in tightly integrated online communities. We show that the integration of offline and online life supports passion-centric activities, such as bodybuilding.

Variants of Miyachi�s Theorem for Nilpotent lie Groups

We formulate and prove two versions of Miyachi�s theorem for connected, simply connected nilpotent Lie groups. This allows us to prove the sharpness of the constant 1/4 in the theorems of Hardy and of Cowling and Price for any nilpotent Lie group. These theorems are proved using a variant of Miyachi�s theorem for the group Fourier transform.

Variants Of Miyachi’S Theorem For Nilpotent Lie Groups

We formulate and prove two versions of Miyachi’s theorem for connected, simply connected nilpotent Lie groups. This allows us to prove the sharpness of the constant 1/4 in the theorems of Hardy and of Cowling and Price for any nilpotent Lie group. These theorems are proved using a variant of Miyachi’s theorem for the group Fourier transform.

Online Handwritten Kannada Word Recognizer with Unrestricted Vocabulary

In this paper, we propose a novel heuristic approach to segment recognizable symbols from online Kannada word data and perform recognition of the entire word. Two different estimates of first derivative are extracted from the preprocessed stroke groups and used as features for classification. Estimate 2 proved better resulting in 88% accuracy, which is 3% more than that achieved with estimate 1. Classification is performed by statistical dynamic space warping (SDSW) classifier which uses X, Y co-ordinates and their first derivatives as features. Classifier is trained with data from 40 writers. 295 classes are handled covering Kannada aksharas, with Kannada numerals, Indo-Arabic numerals, punctuations and other special symbols like $ and #. Classification accuracies obtained are 88% at the akshara level and 80% at the word level, which shows the scope for further improvement in segmentation algorithm

Online journalism: research methods. A multidisciplinary approach in comparative perspective

Journalism on digital networks, and specifically on Internet, is a relatively recent phenomenon, whose spread began in approximately 1994, in parallel to that of the World Wide Web. Study of this new communicative phenomenon began simultaneously in several countries. This, in its turn, was helped by the new possibilities for communication amongst academics - electronic mail, predating the WWW, was, and is, one of the most widely used tools of the university community. The spread of these new forms of global communication helped to raise mutual awareness between research groups, making it possible to form increasingly broad and cohesive networks.

Integrated treatment of first episode psychosis with online training (e-learning): study protocol for a randomised controlled trial

Background: The integrated treatment of first episode psychosis has been shown to improve functionality and negative symptoms in previous studies. In this paper, we describe a study of integrated treatment (individual psychoeducation complementary to pharmacotherapy) versus treatment as usual, comparing results at baseline with those at 6-month re-assessment (at the end of the study) for these patients, and online training of professionals to provide this complementary treatment, with the following objectives: 1) to compare the efficacy of individual psychoeducation as add-on treatment versus treatment as usual in improving psychotic and mood symptoms; 2) to compare adherence to medication, functioning, insight, social response, quality of life, and brain-derived neurotrophic factor, between both groups; and 3) to analyse the efficacy of online training of psychotherapists. Methods/design: This is a single-blind randomised clinical trial including patients with first episode psychosis from hospitals across Spain, randomly assigned to either a control group with pharmacotherapy and regular sessions with their psychiatrist (treatment as usual) or an intervention group with integrated care including treatment as usual plus a psychoeducational intervention (14 sessions). Training for professionals involved at each participating centre was provided by the coordinating centre (University Hospital of Alava) through video conferences. Patients are evaluated with an extensive battery of tests assessing clinical and sociodemographic characteristics (Positive and Negative Syndrome Scale, State-Trait Anxiety Inventory, Liebowitz Social Anxiety Scale, Hamilton Rating Scale for Depression, Scale to Assess Unawareness of Mental Disorders, Strauss and Carpenter Prognostic Scale, Global Assessment of Functioning Scale, Morisky Green Adherence Scale, Functioning Assessment Short Test, World Health Organization Quality of Life instrument WHOQOL-BREF (an abbreviated version of the WHOQOL-100), and EuroQoL questionnaire), and brain-derived neurotrophic factor levels are measured in peripheral blood at baseline and at 6 months. The statistical analysis, including bivariate analysis, linear and logistic regression models, will be performed using SPSS. Discussion: This is an innovative study that includes the assessment of an integrated intervention for patients with first episode psychosis provided by professionals who are trained online, potentially making it possible to offer the intervention to more patients.

Mistreatment in Distributed Caching Groups: Causes and Implications

Although cooperation generally increases the amount of resources available to a community of nodes, thus improving individual and collective performance, it also allows for the appearance of potential mistreatment problems through the exposition of one node’s resources to others. We study such concerns by considering a group of independent, rational, self-aware nodes that cooperate using on-line caching algorithms, where the exposed resource is the storage of each node. Motivated by content networking applications – including web caching, CDNs, and P2P – this paper extends our previous work on the off-line version of the problem, which was limited to object replication and was conducted under a game-theoretic framework. We identify and investigate two causes of mistreatment: (1) cache state interactions (due to the cooperative servicing of requests) and (2) the adoption of a common scheme for cache replacement/redirection/admission policies. Using analytic models, numerical solutions of these models, as well as simulation experiments, we show that online cooperation schemes using caching are fairly robust to mistreatment caused by state interactions. When this becomes possible, the interaction through the exchange of miss-streams has to be very intense, making it feasible for the mistreated nodes to detect and react to the exploitation. This robustness ceases to exist when nodes fetch and store objects in response to remote requests, i.e., when they operate as Level-2 caches (or proxies) for other nodes. Regarding mistreatment due to a common scheme, we show that this can easily take place when the “outlier” characteristics of some of the nodes get overlooked. This finding underscores the importance of allowing cooperative caching nodes the flexibility of choosing from a diverse set of schemes to fit the peculiarities of individual nodes. To that end, we outline an emulation-based framework for the development of mistreatment-resilient distributed selfish caching schemes.

Online and Traditional Lectures: Evaluating Effects of Social Presence and Learner Control

Online courses are rapidly replacing traditional, face-to-face lectures in American universities (Allen & Seaman, 2011). As technology improves, this trend will likely continue and accelerate. Researchers must evaluate the impact of online courses compared to their traditional counterparts. This two-part study quantifies the effect of two variables – social presence and learner control – on students’ recall, application and perceived learning levels in different lecture formats. Students in introductory courses at a four-year, public, American university were randomly assigned into three groups to view distinct lecture formats, one in a traditional classroom and two via the Internet. Upon viewing the single lecture, the students were asked to fill out a test and survey to quantify teacher immediacy, recall and application, and perceived learning levels across lecture formats. The study found that different levels of social presence and learner control affected students’ perceived learning levels but did not impact recall or application.

The centrality of groups and classes

This paper extends the standard network centrality measures of degree, closeness and betweenness to apply to groups and classes as well as individuals. The group centrality measures will enable researchers to answer such questions as ‘how central is the engineering department in the informal influence network of this company?’ or ‘among middle managers in a given organization, which are more central, the men or the women?’ With these measures we can also solve the inverse problem: given the network of ties among organization members, how can we form a team that is maximally central? The measures are illustrated using two classic network data sets. We also formalize a measure of group centrality efficiency, which indicates the extent to which a group's centrality is principally due to a small subset of its members.

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

The purpose of this article is to gain an insight into the effects of practicing short, frequent,and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded “reflection rituals,” they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.

Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries

Nistor, N., Dascalu, M., Stavarache, L.L., Serafin, Y., & Trausan-Matu, S. (2015). Informal Learning in Online Knowledge Communities: Predicting Community Response to Visitor Inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert & É. Lavoué (Eds.), 10th European Conf. on Technology Enhanced Learning (pp. 447–452). Toledo, Spain: Springer.

Are Shy Adults Really Bolder Online? It Depends on the Context

We examined whether individual differences in shyness and context influenced the amount of computer-mediated self-disclosure and use of affective language during an unfamiliar dyadic social interaction. Unfamiliar young adults were selected for high and low self-reported shyness and paired in mixed dyads (one shy and one nonshy). Each dyad was randomly assigned to either a live webcam or no webcam condition. Participants then engaged in a 20-minute online free chat over the Internet in the laboratory. Free chat conversations were archived, and the transcripts were objectively coded for traditional communication variables, conversational style, and the use of affective language. As predicted, shy adults engaged in significantly fewer spontaneous self-disclosures than did their nonshy counterparts only in the webcam condition. Shy versus nonshy adults did not differ on spontaneous self-disclosures in the no webcam condition. However, context did not influence the use of computer-mediated affective language. Although shy adults used significantly less active and pleasant words than their nonshy counterparts, these differences were not related to webcam condition. The present findings replicate and extend earlier work on shyness, context, and computer-mediated communication to a selected sample of shy adults. Findings suggest that context may influence some, but not all, aspects of social communication in shy adults.

Is shyness context specific? Relation between shyness and online self-disclosure with and without a live webcam in young adults

The Internet provides a new tool to investigate old questions in experimental social psychology regarding Person x Context interaction. We examined the interaction of self-reported shyness and context on computer-mediated communication measures. Sixty female undergraduates unfamiliar were paired in dyads and engaged in a 10 min free chat conversation on the Internet with and without a live webcam. Free chat conversations were archived, transcripts were objectively coded for communication variables, and a linear mixed model used for data analysis of dyadic interaction was performed on each communication measure. As predicted, increases in self-reported shyness were significantly related to decreases in the number of prompted self-disclosures (after controlling for the number of opportunities to self-disclose) only in the webcam condition. Self-reported shyness was not related to the number of prompted self-disclosures in the no webcam condition, suggesting that shyness was context dependent. The present study appears to be the first to objectively code measures of Internet behaviour in relation to the study of personality in general and shyness in particular. Theoretical and clinical implications for understanding the contextual nature of shyness are discussed. (C) 2006 Elsevier Inc. All rights reserved.

Using the internet to give children a voice: An Online Survey of 10- and 11-Year-Old Children in Northern Ireland

Over the years, researchers from different disciplines have used a wide variety of research methods to assess the views of children. Qualitative methods such as focus groups and small group discussions are particularly common. Much rarer are large-scale quantitative surveys that are a valuable way of comparing data from across different age groups and countries and over time. To test the feasibility of carrying out large-scale quantitative research with children, the authors undertook a pilot survey in Northern Ireland in June 2008. There were two notable innovations: First, it was a survey of all Primary 7 children (age 10 and 11 years); second, it used the Internet to gather the information, which has not been done on this scale before. This article discusses the methodology used to implement the pilot study and evaluates the use of the Internet for carrying out survey research with children.

Co-Creating Knowledge Online: Approaches for Community Artists

Forming peer alliances to share and build knowledge is an important aspect of community arts practice, and these co-creation processes are increasingly being mediated by the internet. This paper offers guidance for practitioners who are interested in better utilising the internet to connect, share, and make new knowledge. It argues that new approaches are required to foster the organising activities that underpin online co-creation, building from the premise that people have become increasingly networked as individuals rather than in groups (Rainie and Wellman 2012: 6), and that these new ways of connecting enable new modes of peer-to-peer production and exchange. This position advocates that practitioners move beyond situating the internet as a platform for dissemination and a tool for co-creating media, to embrace its knowledge collaboration potential.

Drawing on a design experiment I developed to promote online knowledge co-creation, this paper suggests three development phases – developing connections, developing ideas, and developing agility – to ground six methods. They are: switching and routing, engaging in small trades of ideas with networked individuals; organising, co-ordinating networked individuals and their data; beta-release, offering ‘beta’ artifacts as knowledge trades; beta-testing, trialing and modifying other peoples ‘beta’ ideas; adapting, responding to technological disruption; and, reconfiguring, embracing opportunities offered by technological disruption. These approaches position knowledge co-creation as another capability of the community artist, along with co-creating art and media.