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"Transient Motel" is an exhibition that investigates the interactions of people and physical environments in low-income areas of Daytona Beach, Florida. The purpose of the exhibition is to raise social awareness of low-income communities among the public through visual art. Interactions between motel guests were documented as first-hand sound recordings of conversations, interviews and other activities. These recordings are projected through speakers within a constructed life-sized replica of the motel rooms in which they were recorded. Found and appropriated furniture and fixtures from the actual rooms are arranged within the replica as objects of art to familiarize the public with conditions of poverty. During my exhibition, the public is encouraged to participate by entering and exploring the replica of the motel room. The participant experiences authentic objects, sounds and smells of Daytona Beach motel rooms that have been inhabited by victims of transient poverty

This thesis addresses the research question of how social awareness support in computer systems for groups and communities can be designed in a successful way. While the field of human-computer interaction has been working with similar questions for more than 20 years, many aspects of people’s cooperation and the way those should be considered in system design still need further consideration and research. The thesis presents a number of projects where systems for cooperation have been designed for different settings and different kinds of use with a particular interest in social awareness. Drawing from the experiences of the different projects, design sensitivities around awareness, as a central prerequisite for collaboration, are suggested. Another contribution of the thesis is the presentation of a theoretical model for awareness, called Aether, introduced by us a number of years ago. We will discuss the theoretical implications of the model as well as a number of applications of it based on our own work as well as based on the work of other researchers who used Aether, by this providing confirmation of our model. Based on the findings around awareness, the thesis argues for a ‘translucent’ approach to the issue of socio-technical balance that one has to consider in the design process. Instead of trying to understand and model human behaviour or the social organization of cooperation, in order to ‘code’ them into the computer system, this approach advocates for systems that mediate information in a ‘translucent’ way so that people can retain the control of the organization of cooperation in their given context. By using a ‘reflective practitioner’ approach, the thesis discusses how people-centred methods have been used throughout these projects and looks into how awareness could be considered by using these methods. The focus of this investigation is twofold: on one hand to understand how the used methods have influenced our discussion about awareness and on the other hand it aims to address the practitioners of the field by questioning some of the common beliefs in the field. By investigating social awareness support in collaborative systems, the thesis contributes to theoretical arguments in the field of humancomputer interaction, and the area of CSCW in particular, while at the same time it provides the interaction design practitioner with a number of considerations for practical use. / QC 20100913

Remiantis įvairios literatūros analize, jėzuitų norminiais dokumentais, magistro darbe sukurtas Jėzuitų mokyklų mokinių vertybinių nuostatų audito modelis, kuris sujungia jėzuitų mokyklų bazines vertybes (katalikiškumą, akademiškumą, bendruomeniškumą) ir Šv. Ignaco pedagoginės paradigmos procesinius elementus: patirtį, apmąstymą ir veiksmą. Darbe naudoti tokie tyrimo metodai: teoriniai (filosofinės-etinės, teologinės, pedagoginės ir psichologinės literatūros, jėzuitų norminių dokumentų analizė); empiriniai (FOCUS grupė, uždaro ir atviro tipo anketa). Apklausoje dalyvavo 250 Vilniaus ir Kauno jėzuitų gimnazijų 6 ir 4 gimnazijos klasių mokinių. Tyrimo duomenys leidžia teigti, kad jėzuitų gimnazijose palankiausiai (daugiausia aukšto lygio vertinimų) vertinamas katalikiškumas ir bendruomeniškumas. Mažiau palankiai (dominuoja vidutinis lygis) – akademiškumas. Mokinių bazinių vertybių suvokimas vertintinas aukštu lygiu, o patirtis ir veiksmas (žinojimo ir patirties realizavimas) – vidutiniu. J���zuitų gimnazijų mokiniai palankiausiai vertina tarnystės ir Cura personalis bazinės vertybės, palankiai – atsidavimo bendruomenei, akiračio platumo tikėjimo ir sąmoningo savo galių tobulinimo vertybes, vidutiniškai – teisingumą ir pažinimo siekimą. / Based on the Jesuit documents, the audit model of the values of Jesuit high-school students which connect the basic values of Jesuit schools (Catholicism, academics, social awareness) and the elements of Ignatian pedagogical paradigms: experience, reflection and action is created. The study uses these methods of analysis: theoretical (philosophical-ethical, theological-pedagogical and psychological literature, analysis of Jesuit norms); empirical (FOCUS group, a closed and open questionnaire). Two hundred fifty students from the sixth and fourth high-school classes at the Vilnius and Kaunas Jesuit high schools participated in the study. The results of the study indicate that Catholicity and sense of community rank the highest (the most high choices). Less favorably chosen is academics (medium choices). The students’ understanding of basic values rate highly, but their experience and action (information and experience as action)—of medium rank. The students of Jesuit high schools assessed most favorably the basic values of service to the community and Cura personalis, less favorably— a broad perspective; the values of faith, and development of one’s capabilities; and least favorably—justice and searching for knowledge.

Online social interactions differ from face to face interactions and lack the non-verbal cues leading a learner to procrastinate, decreased motivation, feelings of isolation and high drop out rates. Existing research illustrates a need for social awareness information in online education, and this research studied the impact of the visual presence of social information on a learner's sense of connectedness and learning using Rovai's (2002) classroom community scale (CCS). Specifically, the study examined if a learners' sense of connectedness is improved with the exposure to others' social awareness information; and if and to what degree learning advanced due to the improved sense of connectedness. <br>Two, 5 X 1 between-subjects one-way analyses of covariances compared connectedness and learning scores of five social awareness information disclosure groups (appearance, educational, contact and personal information disclosure groups and control group). Although the study did not find evidence of exposure to social awareness information having an impact on learning, the findings confirm the claim that social awareness provides a sense of connectedness. The type of social information presented in the educational category (last degree earned, major and educational year) provided a strong relationship compared to other categories studied. <br>Educators, course designers and content management companies will benefit in recognizing that social awareness information positively impacts online educational participants by providing a sense of connectedness when presented with educational related materials. The development of social awareness support within a learning management system can improve an online learner's experience and enhance the quality of online education. This social awareness support in a learning management systems infrastructure is thus recommended. / School of Education / Instructional Technology (EdDIT) / EdD / Dissertation

abstract: The population of intellectually gifted youth encompasses a wide range of abilities, talents, temperaments, and personality characteristics. Although generalizations are often made outside of the empirical literature regarding the interpersonal skills of these children, much remains to be understood about their social behavior. The aim of this study was to examine the within-group differences of gifted children, and it was hypothesized that subgroups of the gifted population would differ from each other in terms of interpersonal skill development. Gifted education teachers within a large K-12 public school district in the Southwestern United States completed the Devereux Student Strengths Assessment (DESSA) regarding the social-emotional competence of 206 elementary and middle school students classified as gifted. Correlational analyses and factorial analysis of variance were conducted to compare interpersonal skills (as measured by DESSA ratings) and students' level of giftedness, area of identification as gifted, gender, and age. Results indicated that interpersonal skills were significantly related to gender, area of identification, and level of giftedness. Female children were described as having significantly higher levels of interpersonal skills overall, and children identified as gifted with both nonverbal and quantitative measures exhibited significantly higher levels of interpersonal skills than those identified with verbal or nonverbal measures alone. Significant correlations were also observed between the level of children's estimated gifted abilities and their interpersonal skills. Trends in the data suggested that as children's cognitive abilities increased, their interpersonal skills also increased, placing profoundly gifted children at social advantages over their moderately gifted peers. However, it was also noted that although the two variables were significantly related, they were not commensurate. While children presented with above-average cognitive abilities, their interpersonal skills were within the average range. This suggests that gifted children may benefit from interventions that target interpersonal skill development, in an effort to bring their social skills more in line with their cognitive abilities. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

abstract: A principal goal of this dissertation is to study wireless network design and optimization with the focus on two perspectives: 1) socially-aware mobile networking and computing; 2) security and privacy in wireless networking. Under this common theme, this dissertation can be broadly organized into three parts. The first part studies socially-aware mobile networking and computing. First, it studies random access control and power control under a social group utility maximization (SGUM) framework. The socially-aware Nash equilibria (SNEs) are derived and analyzed. Then, it studies mobile crowdsensing under an incentive mechanism that exploits social trust assisted reciprocity (STAR). The efficacy of the STAR mechanism is thoroughly investigated. Next, it studies mobile users' data usage behaviors under the impact of social services and the wireless operator's pricing. Based on a two-stage Stackelberg game formulation, the user demand equilibrium (UDE) is analyzed in Stage II and the optimal pricing strategy is developed in Stage I. Last, it studies opportunistic cooperative networking under an optimal stopping framework with two-level decision-making. For both cases with or without dedicated relays, the optimal relaying strategies are derived and analyzed. The second part studies radar sensor network coverage for physical security. First, it studies placement of bistatic radar (BR) sensor networks for barrier coverage. The optimality of line-based placement is analyzed, and the optimal placement of BRs on a line segment is characterized. Then, it studies the coverage of radar sensor networks that exploits the Doppler effect. Based on a Doppler coverage model, an efficient method is devised to characterize Doppler-covered regions and an algorithm is developed to find the minimum radar density required for Doppler coverage. The third part studies cyber security and privacy in socially-aware networking and computing. First, it studies random access control, cooperative jamming, and spectrum access under an extended SGUM framework that incorporates negative social ties. The SNEs are derived and analyzed. Then, it studies pseudonym change for personalized location privacy under the SGUM framework. The SNEs are analyzed and an efficient algorithm is developed to find an SNE with desirable properties. / Dissertation/Thesis / Doctoral Dissertation Electrical Engineering 2015

We investigated whether a child with Asperger?s Syndrome would demonstrate deficits in awareness of cognitive processing similar to those demonstrated for awareness of social interactions. The cognitive processes examined were memory and metamemory, or knowing about knowing. With regard to procedural metamemory, the child was unable to accurately predict his own memory, particularly which items he would not be able to recall. Declarative metamemory also was impaired. Tasks requiring imitation of the researcher or that were largely nonverbal resulted in particularly poor performance. The findings indicate that the child?s social deficits related to Asperger?s Syndrome extended to the cognitive domain. Overall, a deficit in cognitive awareness was observed.

Development work focused on gender equality usually concentrates on easily measurable practical needs, but rarely on structural change and social justice. The purpose of the present research is to analyze a women’s grassroots organization’s (MBUP) role in promoting social change through Self-help groups, a medium commonly used to give women access to credit. The analysis explores how collective action can bring about structural change to oppressive gender norms. Drawing on a power-conscious feminist approach, the study involves 32 in depth qualitative interviews. The findings show that MBUP is promoting social change and women’s rights in certain ways, namely in creating social awareness in women, access to information for women, and active citizenship in women. However, the organization is limited in encouraging systemic change through the promotion of collective struggle. Moreover, while the organization is inclusive and displays diversity in the entirety of its structure, its critical introspection remains limited.