Saturday, February 27, 2010

Can Avatars Change the Way We Think and Act?

Researchers found that an avatar's dress influence attitudes and  views toward women including rape myth acceptance.

Experiences in virtual worlds such as video games and online communities can influence our behavior in the real world, says Stanford researcher Jesse Fox. Avatars can change the way we exercise or eat, or the way we view women.

By Christine Blackman, The Stanford Report

If you saw a digital image of yourself running on a virtual treadmill, would you feel like going to the gym? Probably so, according to a Stanford study showing that personalized avatars can motivate people to exercise and eat right.

Moreover, you are more likely to imitate the behavior of an avatar in real life if it looks like you, said Jesse Fox, a doctoral candidate in the Communication Department and a researcher at the Stanford Virtual Human Interaction Lab. In her study, she used digital photographs of participants to create personalized avatar bodies, a service some game companies offer today.

To escape to the virtual realm, you simply slip on a helmet with screens attached in front of the eyes. You are instantly immersed in a digital room and fully surrounded by a new world, as if you are inside a video game. Cameras in the lab track an infrared light on your helmet so that images on the screen move with your head.

Participants respond to avatars that look like them

In Fox's first test, some participants put on the helmet and saw their avatar running on a treadmill. Others saw themselves loitering in the virtual room or saw a running avatar they didn't recognize.

Fox contacted participants a day after the study and found that the people who saw their own avatar running were more likely to exercise (after they left the lab) than the people who saw someone else running or saw themselves just hanging out in the virtual room. In fact, those who watched themselves running were motivated to exercise, on average, a full hour more than the others. They ran, played soccer or worked out at the gym.

"They had imitated their avatar's behavior," Fox said.

In another test, some participants ran in place while watching their avatars become thinner, other participants stood still and watched their avatars become heavier, and others saw an unfamiliar avatar either slim or fatten. Participants who had witnessed their own avatar change – whether becoming thinner or heavier – exercised significantly more than those who had seen an unfamiliar avatar.

Seeing their face on an avatar was the driving factor. "If they saw a person they didn't know, they weren't motivated to exercise. But if they saw themselves, they exercised significantly more," she said.

Participants also responded to personalized avatars whose bodies slimmed as they ate carrots or grew heavier as they ate candy. Male participants mimicked the avatar and ate more candy, but because of the gender differences associated with eating, female participants ate less candy.

Fox thinks personalized avatars could be used to motivate healthy behavior. For example, someone on a long-term weight loss schedule could pull out his or her cell phone and track progress by watching the avatar body slim down onscreen.

Female avatars change participants' view of women

In a separate study, Fox tested the influence of avatars on attitudes and views toward women. She showed participants two types of female avatars: a suggestively dressed woman in revealing clothing and a conservatively dressed woman in blue jeans and a jacket. Both types of avatars demonstrated either dominant behavior such as staring at the participant or submissive behavior such as staring at the floor and cowering.

Both male and female participants exposed to the suggestive avatar showed higher rape myth acceptance when answering a questionnaire afterward. This is the view that women deserve to be raped if, for example, they wear suggestive clothing or are out alone at night. These participants were also more likely to agree with statements such as "women seek to gain power by getting control over men" and "women are too easily offended." Even when Fox ran a similar test with women whose own faces appeared on the sexualized avatars, participants still showed higher rape myth acceptance.

Video games almost always portray women in a stereotypical manner, Fox said. "If all it takes is five minutes of exposure in an immersive virtual world to one character, we really have to ask ourselves about exposures and interactions in video games like Grand Theft Auto," Fox said. The female characters in Grand Theft Auto are often scantily clad victims of violence.

On the other hand, the influences of body image in the virtual world may also help women. For example, an anorexic woman with a poor self-image might embody a healthy-looking avatar. She might become comfortable in her new body as she interacts with others in the virtual world and experiences acceptance and approval. Learning the benefits of being healthy may motivate her to adopt a healthy diet or seek help in real life.

After studying the influence of avatars, Fox is sure about one thing: the need for media literacy. "The bottom line is that we have to have more education in society, particularly showing students stereotypes that exist in media and why they exist."

Fox's research was funded by a grant from the National Science Foundation.

Christine Blackman is a science-writing intern at the Stanford News Service.

Wednesday, February 24, 2010

Tuesday, February 23, 2010

Steps of the Writing Process, Pt. III



15.
Step 6: Revising

Once your essay is on paper or the screen, its time to step back and evaluate it as a whole. In the revision stage, your essay’s structure may under go a radical transformation.

Some questions to ask about your essay at this point include:
  • Does it contain a solid thesis?
  • Do the body paragraphs support the thesis, and are they each singular in focus?
  • Does the essay flow? Are there transitions?
  • Does it have a solid conclusion that both summarizes your argument and rewords the thesis?
16.
Step 6: Revising

Which changes would you make to this outline?

Intro ¶: Intro subject; Thesis
Body ¶ 1: Establish value of honest communication in a relationship
Body ¶ 2: Establish challenges of inter-faith couples
Body ¶ 3: Honest communication at the beginning of the relationship
Body ¶ 4: Honest communication and the holidays
Body ¶ 5: Honest communication and family and friends
Body ¶ 6: Honest communication and kids
Conclusion ¶: Summarize; Reworded thesis

17.
Step 6: Revising

At this stage, it is also important to think structurally. Remember, revising is the point at which an essay can radically change shape.

Likewise, essays should be trimmed at this stage so as to keep the emphasis on only those paragraphs that best support your thesis. Do not be afraid to cut a paragraph if it is not doing what It is supposed to do, which is strengthen your overall argument.

18.
Step 6: Revising

First-draft essay:
Intro ¶: Intro subject; Thesis
Body ¶ 1: Establish value of honest communication in a relationship
Body ¶ 2: Establish challenges of inter-faith couples
Body ¶ 3: Honest communication at the beginning of the relationship
Body ¶ 4: Honest communication and the holidays
Body ¶ 5: Honest communication and family and friends
Body ¶ 6: Honest communication and kids
Conclusion ¶: Summarize; Reworded thesis

Revised draft essay:
Intro ¶: Intro subject; Thesis
Body ¶ 1: Establish challenges unique to inter-faith couples
Body ¶ 2: Establish value of honest communication in a relationship
Body ¶ 3: Honest communication and family
Body ¶ 4: Honest communication during the holidays
Conclusion ¶: Summarize; Reworded thesis

19.
Step 6: Revising

These changes took advantage of either swapping, combining (or eliminating paragraphs These changes not only better organized the argument logically, they also increased the flow of the essay overall. Again, major structural changes are appropriate at the revising stage.

Another helpful option at this stage is peer-editing, in which another person reads your essay and offers constructive criticism. It is often helpful to have a fresh set of eyes to review your writing.

20.
Step 6: Revising

Unlike revising, in the proofreading stage the emphasis is on the smaller details; generally punctuation and grammar. By this point, the structure of your essay is in place and so proofreading turns your attention the finer points of the essay.

21.
Step 6: Revising

Proofreading tips:
  • Take a break: Many find it beneficial to take a short break between revising and proofreading as a way to refresh your brain.
  • Read it aloud: Often, your ears are better editors than your eyes
  • Don’t rely too heavily on your word processing program’s grammar check feature: Though helpful, these features are not very sophisticated and can miss many errors.
  • Revise on paper: Often you’ll catch more mistakes by reading a printed version of your essay rather than on computer screen
22.
Step 8: Publishing

To make your essay print-ready (or publishable), it must conform to MLA style, the formatting standard of college literature and composition classes.

MLA style includes:
  • 12-pt Times New Roman font in black ink
  • Double-spaced throughout
  • A right-aligned header containing your last name and page number 1" margins on all sides
  • Centered title (never bolded)
  • Indent the first line of paragraphs one half-inch (one tab) from the left margin
  • Titles of books, plays, epic poems, magazines, films, paintings/sculptures, television programs, and newspapers are italicized; poems, chapter titles, articles, essays, television episodes, and songs go inside quotation marks ("")
23.
Conclusion

As you can see, the Steps of the Writing Process is designed to maximize a writer’s abilities by providing an organized, but still personalized, approach to essay writing. Adopting this technique can help you better focus your thoughts, as well as your time. Give the process an earnest effort and the result may be a better organized and more concise essay.

Steps of the Writing Process, Pt. II



7.

Step 2: Forming a Thesis

Now that you understand the requirements of the prompt, its time to form a thesis.

Ideally, thesis statements should:
  • Include the subject: Be specific about the essay’s topic
  • Have an arguable point of view: Make more than just a statement, make a clear and logical argument
  • Be broad but concise: Be singular in focus about your topic, but leave yourself enough room to explore several aspects
8.
Step 2: Forming a Thesis

Evaluate the strengths and weaknesses of this first-draft thesis statement:
Although couples of differing religions may have many struggles and clashes over their faiths, these couples can most definitely work if they have true love as the key to success in their relationship.

9.
Step 2: Forming a Thesis

First-draft thesis:
Although couples of differing religions may have many struggles and clashes over their faiths, these couples can most definitely work if they have true love as the key to success in their relationship.

Strengths:
  • On topic
  • Singular in focus
Weaknesses:
  • Wordy
  • Illogical/Vague
  • Does not utilize wording of the prompt
10.
Step 2: Forming a Thesis

First-draft thesis:
Although couples of differing religions may have many struggles and clashes over their faiths, these couples can most definitely work if they have true love as the key to success in their relationship.

Revised thesis:
While inter-faith couples may face unique challenges, honest communication can help to ensure their long-term success.

11.
Step 2: Forming a Thesis

Revised thesis:
While inter-faith couples may face unique challenges, honest communication can help to ensure their long-term success.

Strengths of this revised thesis statement:
  • On topic
  • Clear and logical argument
  • Singular in focus
  • Economical wording
  • Utilizes prompt’s wording
12.
Step 3: Prewriting

Once you have a solid thesis in place, its time to think about potential directions for your essay. Prewriting can take any form, from simple notes to organized structures; these techniques generally break into two categories, structured and unstructured:
  • Structured: Includes graphic organizers, and typically utilize shapes or charts to organize ideas visually
  • Unstructured: Includes brainstorming and free-writing, and is less concerned with organization and more interested in recording key points on paper

13.
Step 4: Outlining

Outlining is the process of taking your initial thoughts and organizing them into a roadmap for your essay. As with prewriting, outlining can take many forms, from traditional (using Roman numerals) to non-traditional (loose or informal outline). There is no right or wrong approach; instead, choose the style that best fits your needs and preferences.

14.
Step 5: Drafting

Once your outline is complete, it is time to actually write your essay. Keep in mind that at this stage, its often best just to get the entire essay written; worry about the details and fine tuning later.

Navy to Lift Ban on Women Serving Aboard Submarines


Women will be assigned to subs if Congress does not object.

By David Kerley and Luis Martinez, ABC News
Feb. 23, 2010

Women are a big step closer to serving on U.S. Navy submarines. ABC News has learned that the Navy has decided to lift the ban on female submarine crew members. Subs are one of the last places in the military from which women are excluded.

The only potential roadblock remaining is Congress. A 30-day window for congressional comment began Monday.

A Defense Department official tells ABC News that the civilian Secretary of the Navy, Ray Mabus, and the Chief of Naval Operations, Adm. Gary Roughead, support lifting the ban. Defense Secretary Robert Gates signed a letter last Friday notifying Congress of the Navy's policy change. The 30-day window for congressional comment began when Gates' letter was delivered to Capitol Hill.

Through a spokesperson, Mabus said he "believes it's a great idea and the right thing to do. He fully supports the assignment of women to submarines."

"The Secretary supports the Navy decision," said Geoff Morrell, Gates' spokesman.

"The Chairman fully supports it," said Capt. John Kirby, spokesman for Adm. Mike Mullen, Chairman of the Joint Chiefs of Staff.

But even if Congress goes along, it will be at least a year and a half before a woman is able to serve on a U.S. submarine. The Navy plans to phase women onto submarine crews gradually, and the first to serve will be officers. Submarine officers must complete more than a year of "nuclear school" before being assigned to a "boat."

A Defense Department official tells ABC News the hope is that 12 to 18 ROTC or Naval Academy graduates will enter submarine training.

Women started serving aboard Naval surface warships back in 1993. The Navy said hey have been barred from submarines partly because of the close quarters and limited sleeping areas.

But Naval officials and the chairman of the Joint Chiefs have said the time has come to "broaden opportunities for women." The Navy put together the details of how it will move forward.

Since officers are already separated from enlisted personnel on a submarine, Naval officials say they can accommodate female officers first. But no money has been set aside to retrofit sleeping areas or bathrooms for enlisted sailors in any submarines in service. Normal sub deployments can last up to 7 months.

Women on Submarines: Restrictions to Apply

The Defense Department official also says women will not be allowed to serve alone. There would always be at least two women on board. There are discussions about having female junior officers bunk with an experienced female officer, who could act as a mentor. Restrictions on pregnant women will be the same as those who serve on surface vessels.

The Navy hopes to start the inclusion of women on its larger submarines, which already have separate quarters. Smaller Virginia class attack subs may be reconfigured later during scheduled maintenance.

The timing of the order comes as graduating seniors at the academy and in ROTC programs have to decide which path they want to take in the Navy. Officials say it is possible that one of the first women to take up the Navy's offer, if approved by Congress, could be in command of a submarine in 17-18 years.

Monday, February 22, 2010

Lacrosse Captain Comes Out! Johnny Weir Told to Stay In!


By Dave Zirin, The Nation
02/22/2010

Who would have thought that it is easier to be gay in the world of college lacrosse than in men's figure skating? Lacrosse is supposed to be a fratocracy of white baseball caps, homophobic jokes, and elitist idiocy. That stereotype took a major hit with a remarkable article by Andrew McIntosh, the senior captain of the lacrosse team at Oneonta State University in New York.

The piece, posted on the website Outsports, is called Despite suicidal thoughts, Oneonta lax captain Andrew McIntosh found his way out of the closet . With a great deal of humor, Andrew writes about his journey from flirting with suicide to coming out to his friends, family and team. He writes, "After I told my coach I was gay, I decided to let my co-captains know that there was a reason George Michael was on my iPod all the time. Again, they embraced me with open arms….

Life was normal in the showers. When we talked about our dates, I would comment on the nice arms my date had and they would talk about their girlfriends."

Today, Andrew McIntosh finally feels free. His description of his first time in a gay club alone is worth the time to read his piece. For Andrew, life is good. Johnny Weir can't say the same. Weir came in a disappointing sixth place in men's figure skating but those aren't the worst of his problems. Even by the standards of ice skating, Weir is undeniably and proudly flamboyant. He chooses to be private about his sexuality, once saying, "There are some things I keep sacred. My middle name. Who I sleep with. And what kind of hand moisturizer I use."

But not officially "coming out" has hardly protected Weir from some ugly homophobic cracks by broadcasters. The Quebec Council of Gays and Lesbians is also making a formal complaint about the French-language station RDS, whose commentators Alain Goldberg and Claude Mailhot called Weir "a bad example" and said he needed to be "gender tested" like South African runner Caster Semenya. Mailhot then joked that Weir should compete in the women's competition. It's offensive, obnoxious, and frankly, just plain tired. Maybe Andrew McIntosh could make a trip north, sit down with Goldberg and Mailhot, and talk through the real world repercussions of such remarks.

Homophobia has long had a home in sports. It's time for a mass eviction.

Sunday, February 21, 2010

Week 5



If you removed all of the homosexuals and homosexual

influence from what is generally regarded as American culture,
you would pretty much be left with Let's Make a Deal.

—Fran Lebowitz

Week 5
M 2.22
READ: CR—“Boys Get Cool Stuff, Girls Get Pink Stuff” by Kate Harding, “What Girls Want” by Caitlin Flanagan, “Auditorium” by Caroline Kettlewell, “Tight Jeans and Chania Chorris” by Sonia Shah, “I Want a Wife” by Judy Brady, “Pushing Away the Plate” by Min Jin Lee; PT, p. 193-213; eR—“Testosterone” from This American Life
IN-CLASS: Reading discussion; Preview—Autobiographical essay
NOTE: Men only should attend this session.

W 2.24
READ: CR—“Boys Get Cool Stuff, Girls Get Pink Stuff” by Kate Harding, “What Girls Want” by Caitlin Flanagan, “Auditorium” by Caroline Kettlewell, “Tight Jeans and Chania Chorris” by Sonia Shah, “I Want a Wife” by Judy Brady, “Pushing Away the Plate” by Min Jin Lee; PT, p. 193-213; eR—“Testosterone” from This American Life
IN-CLASS: Reading discussion; Preview—Autobiographical essay
NOTE: Women only should attend this session.

UPCOMING:

Week 6
M 3.1
READ: CR—“The Conservative Case for Gay Marriage” by Theodore B. Olson, “Same-Sex Marriage: ‘A Basic Civil Right’”
IN-CLASS: Lecture—“Gender Politics on Film”

W 3.3
READ: CR—“Same-Sex Marriage: Losing a Battle, Winning the War” by Andrew Cohen, “Stupidity, Gay Marriage, and the Evolution of Religion” by Dan Agin, “Why I Fought for the Right to Say ‘I Do’” by Greta Christina; GL, p. 1-43
IN-CLASS: Autobiographical essay
DUE: Journal 2