High-speed coordination in groupware

Coordination is important in groupware because it helps users collaborate efficiently. However, groupware systems in which activities occur at a faster pace need faster coordination in order to keep up with the speed of the activity. Faster coordination is especially needed when actions are dependent on one another (i.e., they are tightly-coupled) and when each user can see and interact with other users’ actions as they occur (i.e., real time). There is little information available about this type of fast coordination (also named high-speed coordination or HSC) in groupware. In this thesis, I addressed this problem by providing a body of principles and information about high-speed coordination. This solution was achieved by creating a groupware game called RTChess and then conducting an exploratory evaluation in which high-speed coordination was investigated. The results of this evaluation show that there were small amounts of high-speed coordination in the game and that high-speed coordination was difficult to achieve. In addition, HSC was affected by five main characteristics of the groupware environment: user experience, level of awareness of the partner’s interactions, communication between partners, number of dependencies that affect the user’s interactions, and pace of activities in the system

Identifying instructional practices employed by Massachusetts Special Olympics Hall of Fame coaches

Thesis (Ed.D.)--Boston UniversitySpecial Olympics athletes may experience unique learning needs not seen among many mainstream athletes. Consequently, research-based coaching practices recommended for coaches of mainstream teams may not be appropriate for Special Olympics coaches. With this in mind, the importance of establishing a research-based knowledge bank of coaching practices to use with athletes who have intellectual disabilities comes to light. Identified coaching practices can benefit coaches of Special Olympics teams, as well as coaches of mainstream teams who may work with athletes who have intellectual disabilities. This first-of-its-kind empirical research study sought to identify instructional practices demonstrated by Massachusetts Special Olympics Hall of Fame coaches (n = 8). Specifically, this study aimed to discover what instructional practices were most commonly used among the participant group; what these instructional practices looked like; and what instructional practices may have contributed to supporting a positive learning climate. A framework for instructional practices set by the National Council for Accreditation of Coach Education (NCACE) was used to assist with the identification of instructional behaviors employed by study participants. A second purpose of this study was to use the NCACE (2006) Domain Five Observation Instrument (DFOI), a competency-based observation tool developed for this study, to collect data on study participants' instructional practices. Each study participant was observed coaching a practice three times during their sport season. Using the DFOI, observed instructional behaviors were quantified via event recording procedures and described by recording descriptive field notes. To triangulate data collected on the DFOI, coaches were audio-recorded with a wireless lapel microphone during practice observations. Following each coach's third practice observation, audio-recorded interviews were conducted to gain further insight into demonstrated instructional practices. Participants were observed performing 2,157 instructional behaviors during 1,080 minutes of observation, averaging 1.99 behaviors per minute and 89.87 behaviors per practice. Based on data analysis, encouragement, positive correction, and tactical and technical cues were the three instructional practices most commonly employed by study participants, accounting for 68.33% of all recorded behaviors. Data also show that participants engaged athletes in sport-specific activities during 63.15% of the total observation time, and spent only 5.95% of the total observation time delivering instruction to their teams. While speculative, data suggest that participants' emphasis of initiative, choice, excellence, and interpersonal relationships may have contributed to the support of positive learning environments. Additionally, the DFOI proved to be a useful observation tool for collecting competency-based quantitative and qualitative data, and is recommended for use during future replications of the current study, as well as future assessments of sport coaches' instructional practices. Based on data collected in this study, 14 recommendations are presented for Special Olympics, community-based, and school-based coach education programs. These recommendations include: promoting the importance of weaving encouragement into coaching practices, using a feedback model to facilitate delivery of positive corrections, and prioritizing use of instructional tools using a "tools in hand, tools in the tool belt, and tools in the toolbox" model

The Cowl - v.77 - n.7 - Oct 25, 2012

The Cowl - student newspaper of Providence College. Vol 77 - No. 7 - October 25, 2012. 32 pages

2005 Miracle Yearbook

https://digitalcommons.cedarville.edu/yearbooks/1017/thumbnail.jp

The Ticker, September 29, 2009

The Ticker is the student newspaper of Baruch College. It has been published continuously since 1932, when the Baruch College campus was the School of Business and Civic Administration of the City College of New York

Multi-Robot Systems: Challenges, Trends and Applications

This book is a printed edition of the Special Issue entitled “Multi-Robot Systems: Challenges, Trends, and Applications” that was published in Applied Sciences. This Special Issue collected seventeen high-quality papers that discuss the main challenges of multi-robot systems, present the trends to address these issues, and report various relevant applications. Some of the topics addressed by these papers are robot swarms, mission planning, robot teaming, machine learning, immersive technologies, search and rescue, and social robotics

Metaphors Matter: Top-Down Effects on Anthropomorphism

Anthropomorphism, or the attribution of human mental states and characteristics to non-human entities, has been widely demonstrated to be cued automatically by certain bottom-up appearance and behavioral features in machines. In this thesis, I argue that the potential for top-down effects to influence anthropomorphism has so far been underexplored. I motivate and then report the results of a new empirical study suggesting that top-down linguistic cues, including anthropomorphic metaphors, personal pronouns, and other grammatical constructions, increase anthropomorphism of a robot. As robots and other machines become more integrated into human society and our daily lives, more thorough understanding of the process of anthropomorphism becomes more critical: the cues that cause it, the human behaviors elicited, the underlying mechanisms in human cognition, and the implications of our influenced thought, talk, and treatment of robots for our social and ethical frameworks. In these regards, as I argue in this thesis and as the results of the new empirical study suggest, the top-down effects matter

Interfaces for human-centered production and use of computer graphics assets

L'abstract è presente nell'allegato / the abstract is in the attachmen

The Cowl - v. 71 - n. 9 - Oct 26, 2006

The Cowl - student newspaper of Providence College. Volume 71 - Number 9 -October 26, 2006. 28 pages