Iatrogenic effects of Reboot/ NoFap on public health: A preregistered survey study

“Reboot,” especially NoFap, promotes abstinence from masturbation and/or pornography to treat “pornography addiction,” an unrecognized diagnosis. While the intention of Reboot/NoFap is to decrease distress, qualitative studies have consistently suggested that “Reboots” paradoxically cause more distress. The distress appears to occur in response to (1) the abstinence goal, which recasts common sexual behaviors as personal “failures,” and (2) problematic and inaccurate Reboot/NoFap forum messaging regarding sexuality and addiction. This preregistered survey asked men about their experience with perceived “relapse” and NoFap forums. Participants reported that their most recent relapse was followed by feeling shameful, worthless, sad, a desire to commit suicide, and other negative emotions. A novel predictor of identifying as a pornography addict in this lower religiosity sample was higher narcissism. Participants reported that NoFap forums contained posts that were misogynist (73.7% of participants), bullying (49.1%), anti-LGBT (42.9%), antisemitic (32.0%), instructing followers to harm or kill themselves (23.5%), or threats to hurt someone else (21.1%). More engagement in NoFap online forums was associated with worse symptoms of erectile dysfunction, depression, anxiety, and more sex negativity. Results support and expand previously documented harms and problems with Reboot/NoFap claims of treating pornography addiction from qualitative research

The Dangers of Military Robots, the Risks of Online Voting

The article of record as published may be located at http://dx.doi.org/10.1145/2771281John Arquilla considers the evolution of defense drones, and why Duncan A. Buell thinks we are not ready for e-voting

Innovation and failure in mechatronics design education

Innovative engineering design always has associated with it the risk of failure, and it is the role of the design engineer to mitigate the possibilities of failure in the final system. Education should however provide a safe space for students to both innovate and to learn about and from failures. However, pressures on course designers and students can result in their adopting a conservative, and risk averse, approach to problem solving. The paper therefore considers the nature of both innovation and failure, and looks at how these might be effectively combined within mechatronics design education

Honeybee Colony Vibrational Measurements to Highlight the Brood Cycle

Insect pollination is of great importance to crop production worldwide and honey bees are amongst its chief facilitators. Because of the decline of managed colonies, the use of sensor technology is growing in popularity and it is of interest to develop new methods which can more accurately and less invasively assess honey bee colony status. Our approach is to use accelerometers to measure vibrations in order to provide information on colony activity and development. The accelerometers provide amplitude and frequency information which is recorded every three minutes and analysed for night time only. Vibrational data were validated by comparison to visual inspection data, particularly the brood development. We show a strong correlation between vibrational amplitude data and the brood cycle in the vicinity of the sensor. We have further explored the minimum data that is required, when frequency information is also included, to accurately predict the current point in the brood cycle. Such a technique should enable beekeepers to reduce the frequency with which visual inspections are required, reducing the stress this places on the colony and saving the beekeeper time

Programming power: policy networks and the pedagogies of 'learning to code'

'Learning to code' has transformed from a grassroots movement into a major policy agenda in education policy in England. This chapter provides a 'policy network analysis' tracing the governmental, business and civil society actors now operating in ‘policy networks’ to mobilize learning to code in the reformed National Curriculum. Learning to code provides evidence of how power over the education policy process is being displaced to cross-sector actors such as 'policy labs' that can broker networks across public and private sector borderlines. It also examines how the pedagogies of learning to code are intended to inculcate young people into the material practices and ways of seeing, thinking and doing associated with the professional culture of programmers, the emerging context of solutions-engineering in social and public policy, and with the participatory culture of social media 'prosumption.

The Advocate, September 29, 2011

https://red.mnstate.edu/advocate/1264/thumbnail.jp

Education recoded: policy mobilities in the international 'learning to code' agenda

Education policy increasingly takes place across borders and sectors, involving a variety of both human and nonhuman actors. This comparative policy paper traces the 'policy mobilities,' 'fast policy' processes and distributed 'policy assemblages' that have led to the introduction of new computer programming practices into schools and curricula in England, Sweden and Australia. Across the three contexts, government advisors and ministers, venture capital firms, think tanks and philanthropic foundations, non-profit organizations and commercial companies alike have promoted computer programming in schools according to a variety of purposes, aspirations, and commitments. This paper maps and traces the evolution of the organizational networks in each country in order to provide a comparative analysis of computing in schools as an exemplar of accelerated, transnationalizing policy mobility. The analysis demonstrates how computing in schools policy has been assembled through considerable effort to create alignments between diverse actors, the production and circulation of material objects, significant cross-border movement of ideas, people and devices, and the creation of strategic partnerships between government centres and commercial vendors. Computing in schools exemplifies how modern education policy and governance is accomplished through sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries