Communications research -- Methodology, Big data, Theory of knowledge, Machine learning, Ethnology methodology, Watson (Computer), and Artificial intelligence

"Big Data" and "artificial intelligence" have captured the public imagination and are profoundly shaping social, economic, and political spheres. Through an interrogation of the histories, perceptions, and practices that shape these technologies, we problematize the myths that animate the supposed "magic" of these systems. In the face of an increasingly widespread blind faith in data-driven technologies, we argue for grounding machine learning-based practices and untethering them from hype and fear cycles. One path forward is to develop a rich methodological framework for addressing the strengths and weaknesses of doing data analysis. Through provocatively reimagining machine learning as computational ethnography, we invite practitioners to prioritize methodological reflection and recognize that all knowledge work is situated practice. [ABSTRACT FROM AUTHOR]

Privacy, Journalists, Learning & scholarship, Surveillance detection, and Middle class -- United States

Although privacy and surveillance affect different populations in disparate ways, they are often treated as monolithic concepts by journalists, privacy advocates, and researchers. Achieving privacy is especially difficult for those who are marginalized in other areas of life. This special section interrogates what privacy looks like at the margins, investigating a broad spectrum of issues, methodologies, and contexts. Many make an intervention into mainstream theories of privacy and surveillance, showing how examining the experiences of individuals outside the normative White, American, middle-class subject often complicates assumptions about how privacy operates. Others examine the mundane and the banal to analyze how power relations play out in everyday life. By incorporating research outside the canon of privacy research, and by advocating for projects that discuss more diverse conceptualizations of "the user" or the subject, we can envision a future for privacy scholarship that incorporates a wider set of harms and needs and encompasses the concerns of a larger base of citizens. [ABSTRACT FROM AUTHOR]

Homme, Human, Hombre, Interaction sociale, Social interaction, Interacción social, Adolescent, Adolescente, Communication médiatisée ordinateur, Computer mediated communication, Communicación mediatizada computador, Comportement rendez vous, Dating behavior, Conducta cita, Messagerie instantanée, Instant messaging, Mensajería instantánea, Trouble du comportement social, Social behavior disorder, Trastorno comportamiento social, Violence, Violencia, Sciences exactes et technologie, Exact sciences and technology, Sciences appliquees, Applied sciences, Informatique, automatique theorique, systemes, Computer science, control theory, systems, Logiciel, Software, Systèmes informatiques et systèmes répartis. Interface utilisateur, Computer systems and distributed systems. User interface, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'adulte et de l'adolescent, Adult and adolescent clinical studies, Troubles du comportement social. Comportement criminel. Délinquance, Social behavior disorders. Criminal behavior. Delinquency, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Teen dating violence (TDV) is a serious form of youth violence that youth fairly commonly experience. Although youth extensively use computer-mediated communication (CMC), the epidemiology of CMC-based TDV is largely unknown. This study examined how perpetration of psychological TDV using CMC compares and relates to perpetration using longer-standing modes of communication (LSMC; e.g., face-to-face). Data from the national Growing up with Media study involving adolescents aged 14―19 collected from October 2010 to February 2011 and analyzed May 2012 are reported. Analyses focused on adolescents with a history of dating (n = 615). Forty-six percent of youth daters had perpetrated psychological TDV. Of those who perpetrated in the past 12 months, 58% used only LSMC, 17% used only CMC, and 24% used both. Use of both CMC and LSMC was more likely among perpetrators who used CMC than among perpetrators who used LSMC. In addition, communication mode and type of psychological TDV behavior were separately related to frequency of perpetration. Finally, history of sexual intercourse was the only characteristic that discriminated between youth who perpetrated using different communication modes. Results suggest that perpetration of psychological TDV using CMC is prevalent and is an extension of perpetration using LSMC. Prevention should focus on preventing perpetration of LSMC-based TDV as doing so would prevent LSMC as well as CMC-based TDV.

Activisme, Activism, Féminisme, Feminism, Internet, Mouvement, Movement, Notes de terrain, Fieldnotes, Prostitution, Réseau, Network, Trafic, Traffic, Tráfico, Feminist STS, Internet studies, Network studies, Sex trafficking, Ethnologie, Ethnology, Structure et relations sociales, Social structure and social relations, Relations sociales. Relation interculturelles et interethniques. Identité collective, Social relations. Intercultural and interethnic relations. Collective identity, Amérique, America, Cognition, Social anthropology and ethnology, and Anthropologie sociale et ethnologie

In this essay, we offer field notes from our ongoing ethnographic research on sex trafficking in the United States. Recent efforts to regulate websites such as Craigslist and Backpage have illuminated activist concerns regarding the role of networked technologies in the trafficking of persons and images for the purposes of sexual exploitation. We frame our understanding of trafficking and technology through a network studies approach, by describing anti-trafficking as a counter-network to the sex trafficking it seeks to address. Drawing from the work of Annelise Riles and other scholars of feminist science and technology studies, we read the anti-trafficking network through the production of expert knowledge and the crafting of anti-trafficking techniques. By exploring anti-trafficking activists' understandings of technology, we situate the activities of anti-trafficking experts and law enforcement as efforts toward network stabilization.

Sciences exactes et technologie, Exact sciences and technology, Sciences et techniques communes, Sciences and techniques of general use, Sciences de l'information. Documentation, Information science. Documentation, Sciences de l'information et des bibliothèques. Etude d'ensemble, Library and information science. General aspects, Bibliométrie. Scientométrie. Evaluation, Bibliometrics. Scientometrics. Evaluation, Sciences de l'information et de la communication, Information and communication sciences, Bibliométrie. Scientométrie, Bibliometrics. Scientometrics, Cognition, Documentation, Computer science, and Informatique

When information practices are understood to be shaped by social context, privilege and marginalization alternately affect not only access to, but also use of information resources. In the context of information, privilege, and community, politics of marginalization drive stigmatized groups to develop collective norms for locating, sharing, and hiding information. In this paper, we investigate the information practices of a subcultural community whose activities are both stigmatized and of uncertain legal status: the extreme body modification community. We use the construct of information poverty to analyze the experiences of 18 people who had obtained, were interested in obtaining, or had performed extreme body modification procedures. With a holistic understanding of how members of this community use information, we complicate information poverty by working through concepts of stigma and community norms. Our research contributes to human information behavior scholarship on marginalized groups and to Internet studies research on how communities negotiate collective norms of information sharing online.

Homme, Human, Hombre, Adolescent, Adolescente, Harcèlement moral, Psychological harassment, Acoso moral, Internet, Intimidation, Bullying, intimidación, Méthode mesure, Measurement method, Método medida, Méthodologie, Methodology, Metodología, Technologie information communication, Information communication technology, Nueva tecnología información comunicación, Victimisation, Victimization, Victimización, Cyberbullying, Measurement, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Techniques et méthodes, Techniques and methods, Méthodologie. Expérimentation, Methodology. Experimentation, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Purpose: To inform the scientific debate about bullying, including cyberbullying, measurement. Methods: Two split-form surveys were conducted online among 6―17-year-olds (n = 1,200 each) to inform recommendations for cyberbullying measurement. Results: Measures that use the word bully result in prevalence rates similar to each other, irrespective of whether a definition is included, whereas measures not using the word bully are similar to each other, irrespective of whether a definition is included. A behavioral list of bullying experiences without either a definition or the word bully results in higher prevalence rates and likely measures experiences that are beyond the definition of bullying. Follow-up questions querying differential power, repetition, and bullying over time were used to examine misclassification. The measure using a definition but not the word bully appeared to have the highest rate of false positives and, therefore, the highest rate of misclassification. Across two studies, an average of 25% reported being bullied at least monthly in person compared with an average of 10% bullied online, 7% via telephone (cell or landline), and 8% via text messaging. Conclusions: Measures of bullying among English-speaking individuals in the United States should include the word bully when possible. The definition may be a useful tool for researchers, but results suggest that it does not necessarily yield a more rigorous measure of bullying victimization. Directly measuring aspects of bullying (i.e., differential power, repetition, over time) reduces misclassification. To prevent double counting across domains, we suggest the following distinctions: mode (e.g., online, in-person), type (e.g., verbal, relational), and environment (e.g., school, home). We conceptualize cyberbullying as bullying communicated through the online mode.

TEACHERS, SELF-confidence, MASTER'S degree, DIGITAL technology, and EDUCATIONAL technology

Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching--a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master's degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies. [ABSTRACT FROM AUTHOR]

Abstract Escape behaviour is a critical component of invertebrate life history but is poorly studied. Flight initiation distance (FID) indexes escape propensity, and is well-studied in vertebrates but is entirely unstudied in Lepidopterans, despite their obvious escape behaviour. Here we test two general principles regarding FID as derived from studies of vertebrates to examine if they apply to Sri Lankan butterflies: 1) that FID is a species-specific trait and 2) that FID increases with Starting Distance, the distance at which the experimenter begins an approach. We collected 295 FIDs from 17 species and find that 1) FIDs are a tractable way of indexing butterfly escape and 2) both the general principles tested apply to butterfly escape. We also present FIDs of these species to encourage further data collection and comparative analysis of butterfly escape. Graphical abstract Unlabelled Image Highlights • Flight-initiation distance (FID) indexes escape propensity. • We test two general principles regarding FID in Sri Lankan butterflies. • We collected 295 FIDs from 17 species. • FIDs varied between species. • FIDs were longer with longer start distances of experimental approaches [ABSTRACT FROM AUTHOR]

Highlights • Allergic fungal rhinosinusitis nature in children is more aggressive when compared to adults. • Endoscopic sinus surgery is an important therapeutic step in the treatment of allergic fungal rhinosinusits. • The reason for this contralateral development of AFRS not clear, but it may be part of the natural disease process. • Involvement of the contralateral sinuses in children is uncommon. The normal uninvolved sinus should be involved in the routine endoscopic examination and the post-operative treatment in order to minimize the risk of disease recurrence. Abstract Objectives to report the alternating nature of allergic fungal rhinosinusitis in children in the Eastern part of Saudi Arabia and to review the experience of King Fahad Specialist Hospital in the diagnosis and management of alternating allergic fungal rhinosinusitis in children. An 8 years old Saudi girl with alternating allergic fungal rhinosinusitis was diagnosed and managed. The patient was diagnosed to have unilateral left allergic fungal rhinosinusitis and underwent endoscopic sinus surgery and cleaning of the left sinuses from polyps, mud and mucin. One year postoperatively the patient developed AFRS in the contralateral right side. Conclusion involvement of the contralateral sinuses in children with AFRS is uncommon. The normal uninvolved sinus should be involved in the routine endoscopic examination and the post-operative treatment in order to minimize the risk of disease recurrence. [ABSTRACT FROM AUTHOR]

HICCUPS, NEUROLOGICAL disorders, and CENTRAL nervous system

The first cases of intractable hiccups associated with demyelinating diseases were reported in 1979.[2] Three cases of patients with multiple sclerosis (MS) presenting with hiccups were described, and the symptom was thought to reflect disinhibition of a primitive gastrointestinal reflex by demyelinating lesions. In one such study, 8 out of 47 cases of relapsing NMOSD had intractable hiccups, compared to none in 130 cases of MS.[4] In 75% of patients with intractable hiccups, MRI detected linear medullary lesions involving the pericanal region, the AP, and the NTS. [Extracted from the article]

Copyright of Canadian Journal of Ophthalmology is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Réseau social, Social network, Red social, Vie privée, Private life, Vida privada, Vie publique, Sciences exactes et technologie, Exact sciences and technology, Sciences et techniques communes, Sciences and techniques of general use, Sciences de l'information. Documentation, Information science. Documentation, Technologie de la communication et de l'information, Information and communication technologies, Technologies de l'information: supports, équipements, Information technologies: storage media, equipment, Applications (par exemple: numérisation,...), Applications (e.g. Digitizing,...), Ressources internet (portails, blogs, wikis,...), Internet resources (portals, blogs, wikis,...), Sciences de l'information et de la communication, Information and communication sciences, Applications, Ressources internet (portails, blogs, wikis,…), Internet resources (portals, blogs, wikis,…), Sciences de l'information communication, and Documentation

[ point de vue ] Les nouveaux médias numériques ontsensiblementmodifiél'acceptiontraditionnelledes concepts de vie privée et de vie publique. Née du développement des réseaux sociaux, cette rupture a généré de nouvelles « sphères publiques médiatées » au sein desquelles se déploie désormais une part de notre vie quotidienne. Une évolution de l'espace public qui appelle un accompagnement des jeunes, particulièrement présents et investis dans ces réseaux numériques.

DESIGN thinking, CREATIVE ability, CURRICULUM planning, MOTIVATION in education, and SCHOOL environment

The problems educators face in professional practice are complex, varied, and difficult to address. These issues range across teaching and learning topics, to social or community issues, classroom climate issues and countless others. Such problems are multifaceted, cross-disciplinary, human-centered, and rarely solved through simple or linear solutions. Grappling with them requires educators to think creatively about educational problems of practice. But given the challenges and expectations facing teachers, creativity is often seen as leisure in teaching practice. While creativity is considered a core 21st century thinking skill, many people are hesitant to self-identify as “creative,” or are uncomfortable with intellectual risk-taking and open-endedness. We suggest that design thinking may provide an accessible structure for teachers and teacher educators to think creatively in dealing with educational problems of practice. We examine a qualitative study of a graduate teaching course framed around using design thinking to creatively approach educational problems of practice. We discuss thematic takeaways that teachers experienced in learning about and using design thinking skills to approach educational problems of practice. Implications suggest that design thinking skills may provide habits of mind that benefit teachers in creative problem navigating. [ABSTRACT FROM AUTHOR]

Audiences, Social media & society, Public sphere, Social space, Identity (Psychology), and Technology & society

Social media complicate the very nature of public life. In this article, we consider how technology reconfigures publicness, blurs 'audiences' and publics, and alters what it means to engage in public life. The nature of publicness online is shaped by the architecture and affordances of social media, but also by people's social contexts, identities, and practices. Navigating socially mediated publicness requires new mechanisms of control and new skills. Understanding socially-mediated publicness is an ever-shifting process throughout which people juggle blurred boundaries, multi-layered audiences, individual attributes, the specifics of the systems they use, and the contexts of their use. [ABSTRACT FROM AUTHOR]