bluuebunny/crossref_metadata_2025 huggingface dataset:
Multimedia as a Cross-Channel for Cultures and Languages
Authors: Sharma Ramesh C. , Mishra Sanjaya
Published: May 2011

Around the world many communities have been constantly struggling to maintain their customs, traditions and language. Many communities have been on the move from place to place due to various factors of social change, such as war, search of food, land, and climatic calamities. Such forces have given rise to different cultures and languages through fusion or the creation of new cultures. The cultures not only exist within nationalities and ethnic groups, but also within communities, organizations and other systems. A language is an integral component of cultural identification (Rogers & Steinfatt, 1999). Matsumoto (1996, p. 16) defined culture as, “the set of attitudes, values, beliefs, and behaviours shared by a group of people, but different for each individual, communicated from one generation to the next.” A culture is dynamic in nature; if static, it will cease or lose its identity in due course of time. Cultural values are affected and reinforced by languages. A language is a representation of a different way of thinking as well as a different way of speaking. Languages have significant influence on the cognition (Gudykunst & Asante, 1989; Pincas, 2001).
Necessities for Effective Asynchronous Learning
Authors: Novitzki James E.
Published: May 2011

Distance education programs/courses in some format have been available to students since the 1840s. Throughout most of this time there has been controversy over the effectiveness of such programs/courses (IHEP, 1999; Matthews, 1999). The concept of online teaching and online asynchronous learning (ASL) started in the 1980s and is an area of rapid growth (McMullen, Goldbaum, Wolffe, & Sattler, 1998). In a period of 3 years, from 1995 to 1997, the number of schools in the United States (US) developing such programs increased by almost 200% (Morse, Glover, & Travis, 1997). The US Department of Education (2001) reported that in 2000-2001 there were more than 2.8 million enrollments in college-level degree granting programs in Internet- and Web-based distance education courses in the US.
Online Learner Expectations
Authors: Hawkins Gary W. , Baker Jason D.
Published: May 2011

The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without ashared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.
Online Mentoring
Authors: Buchanan Elizabeth
Published: May 2011

The practice of mentoring has existed as long as civilization. Mentoring as a practice was noted in Homer’s The Odyssey, and a mentor, a word from the ancient Greeks, is defined by the Oxford English Dictionary as: a person who acts as guide and adviser to another person, especially one who is younger and less experienced. Later, more generally: a person who offers support and guidance to another; an experienced and trusted counselor or friend; a patron, a sponsor. Traditionally, a mentor shares his or her experience and knowledge with a less experienced and knowledgeable individual, in a relationship upon which both parties agree. In recent years, an emergence of online, e-mentoring or telementoring relationships is taking place across the Web, taking the traditional, longstanding face-to-face practice into the electronic environment. Online mentoring relationships exist among formal and informal learners of all ages. Effective e-mentoring requires extensive planning and commitment (National Mentoring Center, 2002).
Openness Dimension of Distance Teaching Universities
Authors: Guri-Rosenblit Sarah
Published: May 2011

Distance teaching universities are often referred to as “open universities”, even if they are not called an “open university”. The use of the term “open” supposes that education and learning have traditionally been closed, by various barriers, such as entrance requirements, time constraints, geographical location. and so forth, and assumes that an open learning institution purports to overcome these barriers or part of them. “Distance education” and “open learning” are used synonymously by some scholars and practitioners. Many scholars attribute similar characteristics to both of them, such characteristics as extending access to various educational frameworks, employing flexible schedules, enhancing self-directed learning. Others distinguish between them. The fact is that the adjective “open” is qualitative, value loaded, and highly relative. Its use is confusing unless the context indicates the dimensions of openness that relate to it. Education can be open or closed in many different ways and “open learning” can take place either in a classical university or in a distance teaching institution.
Process and Product Oriented Online Collaborative Learning Tasks
Authors: Wang Xinchun
Published: May 2011

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. Among others, some of the known factors that affect the outcomes of interactive learning include the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences between process and product oriented collaborative learning. This study explores the differences between process and product oriented group learning activities and their impact on online cooperation and collaboration in Web-based courses.
Questions for the Student Evaluation of Distance Courses
Authors: Henckell Martha , Kilburn Michelle , Starrett David
Published: May 2011

Different aspects of education have been evaluated by the government since 1897 (Patton, 1997). Educators have also adopted this means to collect information in order to make better decisions. The complexity of data collection makes this task much more difficult than it may appear. One of the biggest problems associated with evaluations has to do with questions; answers are only as good as the questions asked (Tricker, et al., 2001). Unfortunately, traditional student evaluations, with their focus strictly on traditional course features, are often the instrument used to evaluate distance courses (Achtemeier, et al., 2003). Course improvement and the quality of higher education distance programs can be affected by the use of an evaluation tool that does not fit the diverse setting of a distance learning environment (Griffin, et al., 2003). Differences in traditional and distance education approaches will be identified and used to develop topics for student evaluation questions in the following sections.
Remote Teaching Laboratories in Science and Engineering
Authors: Kennepohl Dietmar
Published: May 2011

For scientists and engineers, the idea of remote controlled experiments is not a new. Remote control is often used when an experiment or instrument is physically inaccessible by virtue of location or danger. It is also an excellent method for sharing expensive equipment and facilities with other researchers. However, employment of remote laboratory access to deliver the practicum components of distance science courses is much more recent and certainly not as common. Historically, the complexity and technology involved has often dissuaded universal adoption of this method in regularly run laboratory courses. However with the increasing availability and robustness of new technologies, the use of remote laboratories is being explored by many distance educators in the sciences as a viable method of offering a first-class laboratory experience for the student.
The Role of Learning Objects in Distance Learning
Authors: Kay Robin H.
Published: May 2011

In the past 10 years, a considerable amount of money and effort has been directed toward distance education, with growth estimated as high as 30%-40% annually (Harper, Chen, & Yen, 2004; Hurst, 2001; Newman, 2003). The popularity of distance learning appears to be founded on personal control over instruction (Burgess & Russell, 2003, Pierrakeas, 2003), the variety of multimedia formats available to students (Hayes & Jamrozik, 2001), and customized support (Harper et al., 2004). However, the success of distance education is anything but a foregone conclusion. Multiple obstacles have impeded acceptance including reluctance to use technology (Harper et al., 2004), time required to develop course resources (Harper et al., 2004; Hayes & Jamrozik, 2001) and to support students (Levine & Sun, 2002), lack of technology skills (Berge & Smith, 2000), and cost (Burgess & Russell, 2003; Levine & Sun, 2002). In addition the promise of interactivity and constructive learning in distance learning has not been realized. Most distance learning offerings resemble traditional classroom courses (Coates & Humpeys, 2003; Levine & Sun, 2002, Navaro, 2000). When interaction does take place, it is usually in the form of online discussion, however, a number of studies have reported that true social interaction leading to cognitive development is rare (e.g., Berge and Muilenburg, 2000; Bisenbach-Lucas, 2003; Garrison, Anderson, and Archer, 2001; Hara, Bonk and Angeli, 1998; Meyer, 2003; Wickstrom, 2003).
A Scenario-Based Instructional Design Model
Authors: Shambaugh Neal
Published: May 2011

Instructional design models address important issues of learning, content, and context during the development of instruction. The prescriptive premise behind instructional design is that if an instructional design is followed, the learning outcomes identified in the design will occur. As one evaluates the extent to which learners achieve learning outcomes, changes in the instructional design may be warranted. Documenting these changes provides designers and users of the model with feedback on its efficiency and effectiveness. Despite these attributes, the merits of instructional design have not been achieved in some settings, and some users, including teachers and product developers, are looking elsewhere for instructional development guidance. But should they? The premise of this chapter is to propose a scenario-based ID model that addresses a major shortcoming of instructional design?namely, the gap between formative design decisions and design review. Scenarios are used to keep people designing, reflecting, and re-designing.
Self-Directed Learning with Web-Based Resources
Authors: Ng Wan , Nicholas Howard
Published: May 2011

Society today is characterized by, among other things, two main factors: (i) the abundance of information and large variety of resources freely available at no cost to learners, and (ii) information communication technologies for easy retrieval of information and communication of ideas. These factors make independent research and learning possible for a wider number of learners anytime and anywhere there is access to the World Wide Web, for example through the use of mobile technologies such as mobile phones and handheld computers (Ng & Nicholas, 2007). Hence, teaching students to be technologically literate to learn independently with Web-based resources is a step towards preparing them to be self-directed, life-long learners.
Self-Normalizing Distance Learning Tools
Authors: Costa Eduardo , Cury Reny , Magellan Junia
Published: May 2011

Communication system designers minimize noise with self-correcting codes that add redundant information to the signal, increasing the probability of error detection, and recovery of the uncorrupted data. Evolutionary biologists claim that knowledge transmitted between generations of biological organisms have mechanisms that create probability traps for errors. Designers of online systems are starting to mimic these systems.
The Stress of Online Learning
Authors: Molinari Deana L. , Dupler Alice E. , Lungstrom Naomi
Published: May 2011

Stress is recognized today as impacting both quality and length of life (Kiecolt-Glaser, McGuire, Robles, & Glaser, 2002). Stress was defined by Hans Seyle (1936) as the unspecified physiological response to aversive stimuli. The stress of learning is not yet understood. If stress impacts physical and emotional well-being, and lifelong learning is needed to survive in the information age, then a study of the stress of learning may impact both nursing and educational practice. Learning stress can create a number of long-term physiological and performance complications. Stress reduces immune function, making people vulnerable to disease. Studies indicate stress hormone levels can be predictive of relationship problems and chronic disease. Reducing stress could avoid colds, flu, and mild depressive symptoms, which complicate student relationships and achievements, thus increasing stress (Glaser, Robles, Malarkey, Sheridan & Kiecolt-Glaser, 2004). Stress also blocks learning by limiting perceptions, thinking, and memory capabilities during performance, triggering higher levels of stress during later performance events (Sapolsky, 1998). The inability to think or remember concepts, procedures, and methods during patient encounters can threaten lives.
Teaching Culture and Communication with Online Media
Authors: St. Amant Kirk
Published: May 2011

As international online access grows, students are increasingly participating in a global community. Cultural groups, however, can have different perspectives on how to communicate online. For this reason, it is important that today’s students learn how to address cultural communication expectations when interacting in cyberspace. This paper presents activities and resources instructors can use to familiarize students with the international nature of online discourse.
Technology and Disabilities in the Century Ahead
Authors: Kurzweil Ray
Published: May 2011

I have been involved in inventing since I was five, and I quickly realized that for an invention to succeed, you have to target the world of the future. But what would the future be like? To find out, I became a student of technology trends and began to develop mathematical models of different technologies: computation, miniaturization, evolution over time. I have been doing that for 25 years, and it has been remarkable to me how powerful and predictive these models are. Now, before I show you some of these models and then try to build with you some of the scenarios for the future—and, in particular, focus on how these will benefit technology for the disabled—I would like to share one trend that I think is particularly profound and that many people fail to take into consideration. It is this: the rate of progress—what I call the “paradigmshift rate”—is itself accelerating. We are doubling this paradigm-shift rate every decade. The whole 20th century was not 100 years of progress as we know it today, because it has taken us a while to speed up to the current level of progress. The 20t h century represented about 20 years of progress in terms of today’s rate. And at today’s rate of change, we will achieve an amount of progress equivalent to that of the whole 20th century in 14 years, then as the acceleration continues, in 7 years. The progress in the 21st century will be about 1,000 times greater than that in the 20th century, which was no slouch in terms of change.
Transforming Universities in the Online World
Authors: Marshall Stewart , Gregor Shirley
Published: May 2011

As the world moves online, various pressures drive changes in the way industries and organizations do business: market pressures, for example, global competition; technological pressures, for example, the use of e-commerce to lower the costs of production; and societal pressures, for example, government regulations (Turban, King, Lee, & Viehland, 2004). In considering the implications of the online world for industry, it is necessary to consider both structure and process, where process includes change processes (Gregor & Johnston, 2000, 2001; Johnston & Gregor, 2000). In Giddens’ (1977, 1984, 1991) theory of structuration, process (activity) and structure are reciprocal. As Giddens (1977) states, “social structures are both constituted by human agency, and yet at the same time are the very medium of this constitution”(p. 121) or, as Rose (1999) puts it, “agents in their actions constantly produce and reproduce and develop the social structures which both constrain and enable them” (p.643).
Tropical Medicine Open Learning Environment
Authors: Clarebout Geraldine , Elen Jan , Lowyck Joost , Van den Ende Jef , Van den Enden Erwin
Published: May 2011

Educational goals have generally shifted from knowing everything in a specific domain to knowing how to deal with complex problems. Reasoning and information- processing skills have become more important than the sheer amount of information memorized. In medical education, the same evolution has occurred. Diagnostic reasoning processes get more strongly emphasized. Whereas previously knowing all symptoms and diseases was stressed, reasoning skills have now become educationally more important. They must enable professionals to distinguish between differential diagnoses and to recognize patterns of illnesses (e.g., Myers & Dorsey, 1994).
Understanding Dynamic Change and Creation of Learning Organizations
Authors: Johnson Vivian
Published: May 2011

In a letter to the editor of the New York Times, Mark Peck (May 6, 2007), a 10th grade student, notes “it’s too bad that students have to take the rap for old-style teachers who are still not comfortable with the computer as an educational tool” (p. A22). Mark’s comment was in response to a front-page article that highlighted how little substantive change had occurred in the learning environments of schools that instituted laptop programs. In succinct terms, Mark identifies a major barrier to meaningful adoption of new technologies by stating that “computer-based learning initiatives are not going to take off until teachers are just as excited about them as their students” (p. A22). Mark’s experience as a learner is echoed in a recent report (Education Week, 2007).
Universal Design of Distance and Online Learning
Authors: Burgstahler Sheryl
Published: May 2011

Internet-based distance-learning courses have the potential to make learning opportunities available to anyone. This potential cannot be realized, however, unless everyone can truly access course offerings. People in rural areas and from poor communities are among those underrepresented in the group of people who benefit from new technological developments. The rapid development of assistive technology makes it possible for almost anyone to operate a computer (2006 Closing the Gap, 2006). Yet many individuals with disabilities do not have access to these empowering tools (Kay, 2000). Some people with disabilities who have access to computers, assistive technology, and the Internet, still cannot fully participate in distance-learning courses because of their inaccessible design. For example, people who are blind often use text-to-speech systems that locate text that appears on the screen and read it aloud to the user. Because this technology cannot “read” graphics, it does not verbalize information embedded within graphic images. Therefore, people who are blind cannot access this content unless it is provided in a text-only format as well.
Using Gagné's Events of Instruction to Analyze Online Course Quality
Authors: Robinson Marc R.
Published: May 2011

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.
Using Simulation with Wikis and Journals to Teach Advanced Clinical Practice
Authors: Lee Karen
Published: May 2011

Recent changes in nursing in the UK have been designed to produce a new type of practitioner who will be emancipated, critically reflective, creative and autonomous (Casey 1996). The move away from ward based training and task orientation to the University has therefore created an ideology toward critical thinking, clinical judgement and autonomy of practice. Biley and Smith (1998) observe that the term nurse “training” has now been replaced by “education” suggesting personal development for life, rather than apprenticeship. These changes need to be addressed in a complex society with changing demographics, increasing costs and decreasing resources (Betchel et al 1999, Greenwood 2000). This has coincided with changes in the education sector. Biggs (1999) observes that the past ten years have seen an “extraordinary” change in the structure, function and financing of universities.
Web Accessibility
Authors: Spiegel Harriette LaVarre
Published: May 2011

The development of the Internet has changed a purely text-based environment with relatively simple presentation features to one driven by graphics and multimedia (including complex scripting). This development has presented many difficulties for those computer users with disabilities ranging from congenital causes, aging, or injury. Web accessibility is related to usability, or the design of Web pages that can be used by as many computer users as possible, and Web accessibility refers to designing a Web page “so that more people can use...[a] web site effectively in more situations” (Thatcher et al., 2002, p. 13). “... The objective is to make the world directly usable by as many people (with and without disabilities) as possible.” (Vanderheiden, 2003).
Web-Based Collaborative Assessment Systems
Authors: Diamadis Efstratios T. , Polyzos George C.
Published: May 2011

Over the past few years, distance education supported by computers and communication networks has emerged as an innovative and productive delivery mode of instruction and learning. The concept of distance learning implies the use of virtual learning environments (VLEs) that allow people distributed in space or time to work individually or in groups in order to achieve a learning goal or objective.
Zone of Proximal Development and Scaffolding Online
Authors: Lerch Carol M. , Bilics Andrea R. , Colley Binta
Published: May 2011

While developing our courses, we realized the importance of the zone of proximal development (Vygotsky, 1978) in supporting our students. Learners’ experiences and backgrounds influence the learning process by bringing together the current learning situation with their individual social and historical backgrounds. Vygotsky (1978) defined the zone of proximal development (ZPD) as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (p. 86). Learners move from needing constant assistance to becoming knowledgeable participants who at times may need to review previous learning. Each student has the potential to provide needed scaffolding for others in the group by becoming the knowledgeable other in appropriate situations. This shared power based on “levels of understanding” (Driscoll, 1994) allows the learners to achieve a state of intersubjectivity.
The Results of the Sub-Pixel Efficacy Region Based B-Spline Interpolation Functions
Authors: Ciulla Carlo
Published: May 2011

The results obtained processing the MRI database with classic and SRE-based one dimensional quadratic and cubic B-Splines are presented in this chapter. The chapter opens up with information relevant to the image resolution of the MRI database employed for validation. The assessment of the performance of the two classes of interpolators (classic and SRE-based) is conducted both quantitatively and qualitatively. The RSME Ratio is plotted to ascertain which ones of the classic or the SRE-based models deliver the smaller interpolation error. Also, the analysis of error images obtained after processing with either of the two model interpolators and the display of the maps of novel re-sampling locations along with spectral power evolutions corroborates the presentation of the characteristic features of the performances of the interpolation functions treated in this chapter.
The Results of the Sub-Pixel Efficacy Region Based Lagrange and Sinc Interpolation Functions
Authors: Ciulla Carlo
Published: May 2011

This chapter presents results obtained processing the MRI dataset with classic and SRE-based models of one dimensional Lagrange and Sinc interpolation functions. The presentation is consistent with chapters VIII, XI, and XV where bivariate linear, trivariate linear and B-Splines’ results were reported and consists of a compilation that is both quantitative and qualitative.
The Role of Sensory Rhythmic Stimulation on Motor Rehabilitation in Parkinson’s Disease (PD)
Authors: Arias Pablo , Cudeiro Javier
Published: May 2011

In the last years the role of sensory rhythmic stimulation (SRS) on motor rehabilitation in PD has become a new line of interest for researches and therapists given the promising results reported in scientific literature. This kind of strategies present a whole range of features which make it very appealing for its daily use, namely, they are easy to use, they have not distorting side-effects, and, chiefly, their effectiveness have been reported either in presence as in absence of antiparkinsonian medication.
Web Accessibility
Authors: Harper Simon , Yesilada Yeliz
Published: May 2011

Web accessibility conjures the vision of designers, technologists, and researchers valiantly making the World–Wide–Web (Web) open to disabled users. While this maybe true in part, the reality is a little different. Indeed, Web accessibility is actually about correcting our past mistakes by making the current Web fulfill the original Web vision of access for all. It just so happens that in the process of trying to re-engineer these corrections, that have for the most part ignored, we may solve a number of ‘larger–scale’ usability issues faced by every Web user. Indeed, by understanding disabled–user’s interaction we enhance our understanding of all users operating in constrained modalities where the user is disabled by both environment and technology. It is for this reason that Web accessibility is a natural preface to wider Web usability and universal accessibility, it is also why ‘main–stream’ technologist take it so seriously and understand its cross-over benefits.
Model-based Approaches for Scanning Keyboard Design
Authors: Bhattacharya Samit
Published: May 2011

Many individuals with speech and motor disorders face problems in expressing themselves in an easy and intelligible way. An array of Augmentative and Alternative Communication (AAC) devices and techniques is used to alleviate their problems. One of the commonly used computer based AAC systems is the scanning keyboards. A scanning keyboard refers to an on-screen keyboard operated with a scanning input method. There are many ways to place alpha-numeric characters on the keyboard interface. Therefore, it is necessary to compare alternative layouts to determine the best one in terms of user performance. Usually, layouts are compared by testing prototypes with physically disabled users. This approach is problematic since it is difficult to get physically disabled users or collect data from those users. An alternative approach is to use models to compute user performance, which can serve as the basis of layout comparison as well as automatic design space exploration. Several of these models and design space exploration algorithms are reported in the literature. A review of these works is presented in this chapter. The chapter is concluded with a discussion on the limitations of the existing works and the issues that can be taken up for further research.
Occupational Therapists’ Perceptions about the Non-Use of Recommended Assistive Technology (AT)
Authors: Wielandt Patricia
Published: May 2011

First this chapter will present an overview about assistive technology (AT). Next factors identified in the literature and thought to influence AT use will be presented. The second part of the chapter will present the findings extracted from a larger three-phase study, which aimed to obtain occupational therapists’ perceptions about AT non-use. Drawing from their experiences therapists identified the client-, AT-, intervention-focused factors which they had found to influence use. Some of these factors were similar to those identified in the literature, with therapists offering additional perspectives about the role these issues actually played in affecting AT use. In addition, therapists highlighted other important factors, not previously identified as influential or which had received little attention. Overall results showed support for a client-centred approach during the provision of AT. Suggestions were made to incorporate the Matching Person with Technology (MPT) model into current practice to guide the AT provision process.
How the Crowd Can Teach
Authors: Dron Jon , Anderson Terry
Published: May 2011

Understanding the affordances, effectiveness and applicability of new media in multiple contexts is usually a slow and evolving process with many failed applications, false starts and blind trails. As result, effective applications are usually much slower to arise than the technology itself. The global network based on ubiquitous Internet connectivity and its uneven application in both formal education and informal learning contexts demonstrates the challenges of effective use of new media. In this chapter the authors attempt to explicate the effective use of the Net for learning and teaching by differentiating three modes of networked social organization. These are defined as the Group, the Network and the Collective. The chapter explores the consequences of this perspective, observing that each has both strengths and weaknesses in different contexts and when used for different applications.
Presence in Social Networks
Authors: Wilson Scott
Published: May 2011

This chapter describes the mechanisms of presence in social networks and presents an ontology that frames the purpose, content, methods of production and methods of consuming presence information. The concept of presence in social networks has been steadily evolving along with the Internet. Recognised as an essential feature of all instant messaging services from the IRC onwards, mechanisms for constructing and consuming presence information have become more elaborate, with the addition of more sophisticated mechanisms for producing, consuming and representing presence. A model for systems that offer presence services is developed, and this enables a number of future trends to be identified.
The Impact of Privacy Risk Harm (RH) and Risk Likelihood (RL) on IT Acceptance
Authors: Cazier Joseph A. , Wilson E. Vance , Medlin B. Dawn
Published: May 2011

In today’s networked world, privacy risk is becoming a major concern for individuals using information technology. Every time someone visits a website or provides information online they have exposed themselves to possible harm. The information collected can be sold to third parties or kept by the site owners themselves for use in creating a profile of users’ preferences and tastes. To gain insight into the role risk plays in the adoption process of technology, the authors studied the use of information systems in relation to a student registration and schedule management system at a major United States university. Further, they extended the Technology Acceptance Model (TAM) to include perceptual measures of privacy risk harm (RH) and privacy risk likelihood (RL) which apply to the extended model and predict students’ intentions to use technology. Their finding indicated the growing importance of privacy risk in the use of information technology.
Attractors and Energy Spectrum of Neural Structures Based on the Model of the Quantum Harmonic Oscillator
Authors: Rigatos G.G. , Tzafestas S.G.
Published: May 2011

Neural computation based on principles of quantum mechanics can provide improved models of memory processes and brain functioning and is of primary importance for the realization of quantum computing machines. To this end, this chapter studies neural structures with weights that follow the model of the quantum harmonic oscillator. The proposed neural networks have stochastic weights which are calculated from the solution of Schrödingers equation under the assumption of a parabolic (harmonic) potential. These weights correspond to diffusing particles, which interact with each other as the theory of Brownian motion (Wiener process) predicts. The learning of the stochastic weights (convergence of the diffusing particles to an equilibrium) is analyzed. In the case of associative memories the proposed neural model results in an exponential increase of patterns storage capacity (number of attractors). It is also shown that conventional neural networks and learning algorithms based on error gradient can be conceived as a subset of the proposed quantum neural structures. Thus, the complementarity between classical and quantum physics is also validated in the field of neural computation.
Quaternionic Neural Networks
Authors: Isokawa Teijiro , Matsui Nobuyuki , Nishimura Haruhiko
Published: May 2011

Quaternions are a class of hypercomplex number systems, a four-dimensional extension of imaginary numbers, which are extensively used in various fields such as modern physics and computer graphics. Although the number of applications of neural networks employing quaternions is comparatively less than that of complex-valued neural networks, it has been increasing recently. In this chapter, the authors describe two types of quaternionic neural network models. One type is a multilayer perceptron based on 3D geometrical affine transformations by quaternions. The operations that can be performed in this network are translation, dilatation, and spatial rotation in three-dimensional space. Several examples are provided in order to demonstrate the utility of this network. The other type is a Hopfield-type recurrent network whose parameters are directly encoded into quaternions. The stability of this network is demonstrated by proving that the energy decreases monotonically with respect to the change in neuron states. The fundamental properties of this network are presented through the network with three neurons.
Facial Expression Recognition
Authors: Kim Daijin , Sung Jaewon
Published: May 2011

The facial expression has long been an interest for psychology, since Darwin published The expression of Emotions in Man and Animals (Darwin, C., 1899). Psychologists have studied to reveal the role and mechanism of the facial expression. One of the great discoveries of Darwin is that there exist prototypical facial expressions across multiple cultures on the earth, which provided the theoretical backgrounds for the vision researchers who tried to classify categories of the prototypical facial expressions from images. The representative 6 facial expressions are afraid, happy, sad, surprised, angry, and disgust (Mase, 1991; Yacoob and Davis, 1994). On the other hand, real facial expressions that we frequently meet in daily life consist of lots of distinct signals, which are subtly different. Further research on facial expressions required an object method to describe and measure the distinct activity of facial muscles. The facial action coding system (FACS), proposed by Hager and Ekman (1978), defines 46 distinct action units (AUs), each of which explains the activity of each distinct muscle or muscle group. The development of the objective description method also affected the vision researchers, who tried to detect the emergence of each AU (Tian et. al., 2001).
Classification and Prediction with Neural Networks
Authors: Veselý Arnošt
Published: May 2011

This chapter deals with applications of artificial neural networks in classification and regression problems. Based on theoretical analysis it demonstrates that in classification problems one should use cross-entropy error function rather than the usual sum-of-square error function. Using gradient descent method for finding the minimum of the cross entropy error function, leads to the well-known backpropagation of error scheme of gradient calculation if at the output layer of the neural network the neurons with logistic or softmax output functions are used. The author believes that understanding the underlying theory presented in this chapter will help researchers in medical informatics to choose more suitable network architectures for medical applications and that it helps them to carry out the network training more effectively.
EEG Data Mining Using PCA
Authors: Lhotská Lenka , Krajca Vladimír , Mohylová Jitka , Petránek Svojmil , Gerla Václav
Published: May 2011

This chapter deals with the application of principal components analysis (PCA) to the field of data mining in electroencephalogram (EEG) processing. The principal components are estimated from the signal by eigen decomposition of the covariance estimate of the input. Alternatively, they can be estimated by a neural network (NN) configured for extracting the first principal components. Instead of performing computationally complex operations for eigenvector estimation, the neural network can be trained to produce ordered first principal components. Possible applications include separation of different signal components for feature extraction in the field of EEG signal processing, adaptive segmentation, epileptic spike detection, and long-term EEG monitoring evaluation of patients in a coma.
Two Case-Based Systems for Explaining Exceptions in Medicine
Authors: Schmidt Rainer
Published: May 2011

In medicine, a lot of exceptions usually occur. In medical practice and in knowledge-based systems, it is necessary to consider them and to deal with them appropriately. In medical studies and in research, exceptions shall be explained. In this chapter, we present two systems that deal with both sorts of these situations. The first one, called ISOR-1, is a knowledge-based system for therapy support. It does not just compute therapy recommendations, but it especially investigates therapy inefficacy. The second system, ISOR-2, is designed for medical studies or research. It helps to explain cases that contradict a theoretical hypothesis. Both systems are working in close co-operation with the user, who is not just considered as knowledge provider to build the system but is incorporated as additional knowledge source at runtime. Within a dialogue between the doctor and the system solutions respectively explanations are searched.
Mining Tuberculosis Data
Authors: Sánchez Marisa A. , Uremovich Sonia , Acrogliano Pablo
Published: May 2011

This chapter reviews the current policies of tuberculosis control programs for the diagnosis of tuberculosis. The international standard for tuberculosis control is the World Health Organization’s DOT (Direct Observation of Therapy) strategy that aims to reduce the transmission of the infection through prompt diagnosis and effective treatment of symptomatic tuberculosis patients who present at health care facilities. Physicians are concerned about the poor specificity of diagnostic methods and the increase in the notification of relapse cases. This works describes a data-mining project that uses DOT´s data to analyze the relationship among different variables and the tuberculosis diagnostic category registered for each patient.
Deciphering Pervasive Computing
Authors: Li Grace
Published: May 2011

Pervasive computing and communications is emerging rapidly as an exciting new paradigm and discipline to provide computing and communication services all the time and everywhere. Its systems are now invading every aspect of life to the point that they are disappearing inside all sorts of appliances or can be worn unobtrusively as part of clothing and jewelry. This emergence is a natural outcome of research and technological advances in wireless networks, embedded systems, mobile computing, distributed computing, and agent technologies. At the same time, this emergence brings challenging issues to the legal framework surrounding it. As well recognized, law is a discipline that has direct relevance to human behaviour and its adjoining environment. Thus, a study of law can be a study of the living environment and the people who are in it. This surely brings difficulties for us to study the law in a future scenario such as pervasive computing environment. Attempting to forecast the future of law, technology, and human behaviour is a very risky proposition. Hence, it is impossible to fully discuss topics such as “legal aspects of pervasive computing”. This chapter aims to provide a general observation of various legal issues connecting with pervasive computing technologies. To avoid a skeleton introduction piece, the main part of this chapter concentrates on three particular issues: Jurisdiction and the choice of law issue, electronic fraud issue, and the privacy issue. These three are unsettled issues in the current computing environment and believed to become more complicated and controversial in the near future with a wider adoption of ubiquitous computing technology. In the end, this chapter suggests that, to serve the future computing environment better, the legal and regulatory framework should focus on the improvement of internal monitoring of risks and vulnerabilitiesgreater information sharing about these risks and vulnerabilities. Moreover, the role of government should focus on education and training on the care and use of these technologies and better reporting of risks and responses. A fully embedded computing environment that is safe and sound to live in will need more collaboration between individuals, commercial organizations, and the government.
Cultural Dimension in the Future of Pervasive Computing
Authors: Mangaraj B.K. , Aparajita Upali
Published: May 2011

The future of pervasive computers largely depends upon culture studies of human societies. This forms a challenging field of social research because cultural differences exist across societies for a varied acceptability of ubiquitous computing in everyday lives. Hence, it is highly necessary to study various cultures and cultural phenomena that can demonstrate human need patterns, individual experiences, as well as orientations for the use of various pervasive computers. The chapter emphasizes culture as the centerpiece for the advancement of pervasive computing technology in the coming days; as culture is the key determinant of any tool necessary for human development. The study of culture in this context is highly essential, whose meaning in the anthropological perspective has been explained. Technological growth as a cultural activity has been highlighted with a necessity of a cultural approach for its sustenance. A culture-centric methodology has been presented, which will enable manufacturers at local, as well as global levels, for the design of culture-specific appliances based on such technology; depending upon of the need and choice of consumers in various cultural segments which are largely influenced by the forces of globalization.
Exploring the Potential of Multiagent Learning for Autonomous Intersection Control
Authors: Vasirani Matteo , Ossowski Sascha
Published: May 2011

The problem of advanced intersection control is being discovered as a promising application field for multiagent technology. In this context, drivers interact autonomously with a coordination facility that controls the traffic flow through an intersection, with the aim of avoiding collisions and minimizing delays. This is particularly interesting in the case of autonomous vehicles that are controlled entirely by agents, a scenario that will become possible in the near future. In this chapter, the authors seize the opportunities of multiagent learning offered by such a scenario, by introducing a coordination mechanism where teams of agents coordinate their velocities when approaching the intersection in a decentralized way. They show that this approach enables the agents to improve the intersection efficiency, by reducing the average travel time and so contributing to alleviate traffic congestions.
New Approach to Smooth Traffic Flow with Route Information Sharing
Authors: Yamashita Tomohisa , Kurumatani Koichi
Published: May 2011

With maturation of ubiquitous computing technology, it has become feasible to design new systems to improve our urban life. In this chapter, the authors introduce a new application for car navigation in a city. Every car navigation system in operation today has the current position of the vehicle, the destination, and the currently chosen route to the destination. If vehicles in a city could share this information, they could use traffic information to improve traffic efficiency for each vehicle and the whole system. Therefore, this chapter proposes a cooperative car navigation system with route information sharing (RIS). In the RIS system, each vehicle transmits route information (current position, destination, and route to the destination) to a route information server, which estimates future traffic congestion using current congestion information and this information and feeds its estimate back to each vehicle. Each vehicle uses the estimation to re-plan their route. This cycle is then repeated. The authors’ purpose in this chapter is to confirm the effectiveness of the proposed cooperative car navigation system with multiagent simulation. To evaluate the effect of the RIS system, we introduce two indexes; individual incentive and social acceptability. In theor traffic simulation with three types of road networks, the authors observe that the average travel time of the drivers using the RIS system is substantially shorter than the time of other drivers. Moreover, as the number of the RIS drivers increases, the average travel time of all drivers decreases. As a result of simulation, this chapter confirms that a cooperative car navigation system with the RIS system generally satisfied individual incentive and social acceptability, and had a effect for the improvement of traffic efficiency.