All Who Wander: On the Prevalence and Characteristics of Multi-community Engagement

Although analyzing user behavior within individual communities is an active and rich research domain, people usually interact with multiple communities both on- and off-line. How do users act in such multi-community environments? Although there are a host of intriguing aspects to this question, it has received much less attention in the research community in comparison to the intra-community case. In this paper, we examine three aspects of multi-community engagement: the sequence of communities that users post to, the language that users employ in those communities, and the feedback that users receive, using longitudinal posting behavior on Reddit as our main data source, and DBLP for auxiliary experiments. We also demonstrate the effectiveness of features drawn from these aspects in predicting users' future level of activity. One might expect that a user's trajectory mimics the "settling-down" process in real life: an initial exploration of sub-communities before settling down into a few niches. However, we find that the users in our data continually post in new communities; moreover, as time goes on, they post increasingly evenly among a more diverse set of smaller communities. Interestingly, it seems that users that eventually leave the community are "destined" to do so from the very beginning, in the sense of showing significantly different "wandering" patterns very early on in their trajectories; this finding has potentially important design implications for community maintainers. Our multi-community perspective also allows us to investigate the "situation vs. personality" debate from language usage across different communities.Comment: 11 pages, data available at https://chenhaot.com/pages/multi-community.html, Proceedings of WWW 2015 (updated references

Identity is About us: Leadership Lessons Learned During an Accreditation Journey

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/156444/2/jls21694_am.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/156444/1/jls21694.pd

Exploring possible selves in a first-year physics foundation class: Engaging students by establishing relevance

Students often complain that they cannot see the relevance of what they are being taught in foundation physics classes. While revising and adjusting the curriculum and teaching are important, this study suggests it might also be useful to help students view their learning in relation to their future career aspirations. This paper reports on a study conducted with first-year students enrolled in a compulsory foundation physics unit with a history of low pass rates.Working within a “possible selves” framework, activities were designed to help students position their learning in relation to possible future lives and careers. Two cohorts of students (N ¼ 93) engaged in an intensive workshop comprising multiple activities relating to self and career. Self-reflection worksheets were analyzed using content analysis. The results indicate that students experience immediate benefits from these activities through self-reflection on the current self, future possible professional selves, and the role of current studies in narrowing the gap between the two

A theoretical approach to nursing assessment

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73763/1/j.1365-2648.1985.tb00500.x.pd

Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning.

Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings

Reconciling social norms with personal interests: indigenous styles of identity formation among Pakistani youth

Research on identity formation has been conducted mostly in Western contexts. We extend and complement such research by exploring qualitatively the strategies and styles of identity formation employed by emerging adults in Pakistan. Whereas Western theories of identity formation often provide a negative view of normative orientation as “blind obedience” without exploring alternatives, our thematic analysis of semi-structured interviews with 12 Pakistani emerging adults suggests a much more complex interplay between personal interests and normative influences on identity formation. Participants described various ways of reconciling normative expectations (parental, religious, and cultural) with their personal interests, preferences, and explorations, when deciding about their careers, relationships, and values. In Pakistani culture, normative influences seem to play a more positive and flexible role in identity formation than is suggested by previous Western research

The NASA 2D wall-mounted hump simulated using DDES-SA with the G3D::Flow solver

With the interest in simulating complex geometries using the Delayed Detached Eddy Simulation (DDES) model, an initial step should be taken in verifying the methodologies needed. The DDES model is used with a newly proposed modification to the sub-grid length-scale, the shear-layer-adaptive length-scale, to improve the transition from RANS to LES. The well-known 2D NASA wall-mounted hump test case is simulated. RANS simulations are performed to verify a correct implementation of the turbulence model developed by Spalart and Allmaras (SA). The SA model is important as it will serve as the underlying sub-grid-scale model for the DDES. Furthermore, RANS was used in an initial grid study. Two simulations are performed using the DDES model, where the difference lies in the number of cells and the grid topology. The results show an extended steady shear-layer in the separated region, delaying the transition from RANS to LES, where the cause is suggested to be insufficient grid resolution in the focus region. This influences the prediction of the re-attachment location and the velocity profiles downstream of the hump. However, one of the transient simulations improves the predictions of the re-attachment location and downstream velocity profiles. The other transient simulation is, however, not capable of improving the RANS results due to the delayed breakdown of two-dimensional coherent structures generated at the separation location. The results from the two DDES simulations indicate that the grid-resolution near the separation point needs refinement for a faster transition from RANS to LES. Using an explicit CFD solver for transient simulations of wall-bounded flow configurations, special treatment is needed to make the time-step requirements restricted by flow physics, rather than the numerical stability-limit. To achieve this, the dual-time stepping method has been implemented in to the in-house CFD solver, G3D::Flow. When using the dual-time stepping method, in combination with residual smoothing and low-speed reconditioning, a speed-up of approximately 50 is achieved

Relations at Three Early Stages of Marriage as Reflected by the Use of Personal Pronouns

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/71573/1/j.1545-5300.1970.00069.x.pd

An investigation of children's peer trust across culture: is the composition of peer trust universal?

The components of children's trust in same-gender peers (trust beliefs, ascribed trustworthiness, and dyadic reciprocal trust) were examined in samples of 8- to 11-year-olds from the UK, Italy, and Japan. Trust was assessed by children's ratings of the extent to which same-gender classmates kept promises and kept secrets. Social relations analyses confirmed that children from each country showed significant: (a) actor variance demonstrating reliable individual differences in trust beliefs, (b) partner variance demonstrating reliable individual differences in ascribed trustworthiness, and (c ) relationship variance demonstrating unique relationships between interaction partners. Cultural differences in trust beliefs and ascribed trustworthiness also emerged and these differences were attributed to the tendency for children from cultures that value societal goals to share personal information with the peer group