Romantic Partnerships and the Dispersion of Social Ties: A Network Analysis of Relationship Status on Facebook

A crucial task in the analysis of on-line social-networking systems is to identify important people --- those linked by strong social ties --- within an individual's network neighborhood. Here we investigate this question for a particular category of strong ties, those involving spouses or romantic partners. We organize our analysis around a basic question: given all the connections among a person's friends, can you recognize his or her romantic partner from the network structure alone? Using data from a large sample of Facebook users, we find that this task can be accomplished with high accuracy, but doing so requires the development of a new measure of tie strength that we term `dispersion' --- the extent to which two people's mutual friends are not themselves well-connected. The results offer methods for identifying types of structurally significant people in on-line applications, and suggest a potential expansion of existing theories of tie strength.Comment: Proc. 17th ACM Conference on Computer Supported Cooperative Work and Social Computing (CSCW), 201

How technology shapes assessment design: findings from a study of university teachers

A wide range of technologies has been developed to enhance assessment, but adoption has been inconsistent. This is despite assessment being critical to student learning and certification. To understand why this is the case and how it can be addressed, we need to explore the perspectives of academics responsible for designing and implementing technology-supported assessment strategies. This paper reports on the experience of designing technology-supported assessment based on interviews with 33 Australian university teachers. The findings reveal the desire to achieve greater efficiencies and to be contemporary and innovative as key drivers of technology adoption for assessment. Participants sought to shape student behaviors through their designs and made adaptations in response to positive feedback and undesirable outcomes. Many designs required modification because of a lack of appropriate support, leading to compromise and, in some cases, abandonment. These findings highlight the challenges to effective technology-supported assessment design and demonstrate the difficulties university teachers face when attempting to negotiate mixed messages within institutions and the demands of design work. We use these findings to suggest opportunities to improve support by offering pedagogical guidance and technical help at critical stages of the design process and encouraging an iterative approach to design

Drag and inertia coefficients for horizontally submerged rectangular cylinders in waves and currents

The results of an experimental investigation carried out to measure combined wave and current loads on horizontally submerged square and rectangular cylinders are reported in this paper. The wave and current induced forces on a section of the cylinders with breadth-depth (aspect) ratios equal to 1, 0.5, and 0.75 are measured in a wave tank. The maximum value of Keulegan-Carpenter (KC) number obtained in waves alone is about 5 and Reynolds (Re) number ranged from 6.3976103 to 1.186105. The drag (CD) and inertia (CM) coefficients for each cylinder are evaluated using measured sectional wave forces and particle kinematics calculated from linear wave theory. The values of CD and CM obtained for waves alone have already been reported (Venugopal, V., Varyani, K. S., and Barltrop, N. D. P. Wave force coefficients for horizontally submerged rectangular cylinders. Ocean Engineering, 2006, 33, 11-12, 1669-1704) and the coefficients derived in combined waves and currents are presented here. The results indicate that both drag and inertia coefficients are strongly affected by the presenceof the current and show different trends for different cylinders. The values of the vertical component inertia coefficients (CMY) in waves and currents are generally smaller than the inertia coefficients obtained in waves alone, irrespective of the current's magnitude and direction. The results also illustrate the effect of a cylinder's aspect ratio on force coefficients. This study will be useful in the design of offshore structures whose columns and caissons are rectangular sections

Six Developmental Trajectories Characterize Children With Autism

The goal of this study was to describe the typical longitudinal developmental trajectories of social and communication functioning in children with autism and to determine the correlates of these trajectories

A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy

Effective learning depends on effective feedback, which in turn requires a set of skills, dispositions and practices on the part of both students and teachers which have been termed feedback literacy. A previously published teacher feedback literacy competency framework has identified what is needed by teachers to implement feedback well. While this framework refers in broad terms to the potential uses of educational technologies, it does not examine in detail the new possibilities of automated feedback (AF) tools, especially those that are open by offering varying degrees of transparency and control to teachers. Using analytics and artificial intelligence, open AF tools permit automated processing and feedback with a speed, precision and scale that exceeds that of humans. This raises important questions about how human and machine feedback can be combined optimally and what is now required of teachers to use such tools skillfully. The paper addresses two research questions: Which teacher feedback competencies are necessary for the skilled use of open AF tools? and What does the skilled use of open AF tools add to our conceptions of teacher feedback competencies? We conduct an analysis of published evidence concerning teachers’ use of open AF tools through the lens of teacher feedback literacy, which produces summary matrices revealing relative strengths and weaknesses in the literature, and the relevance of the feedback literacy framework. We conclude firstly, that when used effectively, open AF tools exercise a range of teacher feedback competencies. The paper thus offers a detailed account of the nature of teachers’ feedback literacy practices within this context. Secondly, this analysis reveals gaps in the literature, signalling opportunities for future work. Thirdly, we propose several examples of automated feedback literacy, that is, distinctive teacher competencies linked to the skilled use of open AF tools

Reframing assessment research: through a practice perspective

Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it

Medical school gift restriction policies and physician prescribing of newly marketed psychotropic medications: difference-in-differences analysis

Objective: To examine the effect of attending a medical school with an active policy on restricting gifts from representatives of pharmaceutical and device industries on subsequent prescribing behavior. Design: Difference-in-differences approach. Setting: 14 US medical schools with an active gift restriction policy in place by 2004. Participants: Prescribing patterns in 2008 and 2009 of physicians attending one of the schools compared with physicians graduating from the same schools before the implementation of the policy, as well as a set of contemporary matched controls. Main outcome measure: Probability that a physician would prescribe a newly marketed medication over existing alternatives of three psychotropic classes: lisdexamfetamine among stimulants, paliperidone among antipsychotics, and desvenlafaxine among antidepressants. None of these medications represented radical breakthroughs in their respective classes. Results: For two of the three medications examined, attending a medical school with an active gift restriction policy was associated with reduced prescribing of the newly marketed drug. Physicians who attended a medical school with an active conflict of interest policy were less likely to prescribe lisdexamfetamine over older stimulants (adjusted odds ratio 0.44, 95% confidence interval 0.22 to 0.88; P=0.02) and paliperidone over older antipsychotics (0.25, 0.07 to 0.85; P=0.03). A significant effect was not observed for desvenlafaxine (1.54, 0.79 to 3.03; P=0.20). Among cohorts of students who had a longer exposure to the policy or were exposed to more stringent policies, prescribing rates were further reduced. Conclusion: Exposure to a gift restriction policy during medical school was associated with reduced prescribing of two out of three newly introduced psychotropic medications

Spatial clusters of autism births and diagnoses point to contextual drivers of increased prevalence

Autism prevalence has risen dramatically over the past two decades in California. Although often suggested to have been crucial to the rise of autism, environmental and social contextual drivers of diagnosis have not been extensively examined. Identifying the spatial patterning of autism cases at birth and at diagnosis can help clarify which contextual drivers are affecting autism's rising prevalence. Children with autism not co-morbid with mental retardation served by the California Department of Developmental Services during the period 1992–2005 were matched to California's Birth Master Files. We search for spatial clusters of autism at time of birth and at time of diagnosis using a spatial scan approach that controls for key individual-level risk factors. We then test whether indicators of neighborhood-level diagnostic resources are associated with the diagnostic clusters and assess the extent of clustering by autism symptom severity through a multivariate scan. Finally, we test whether children who move into neighborhoods with higher levels of resources are more likely to receive an autism diagnosis relative to those who do not move with regard to resources. Significant birth and diagnostic clusters of autism are observed independent of key individual-level risk factors. While the clusters overlap, there is a strong positive association between the diagnostic clusters and neighborhood-level diagnostic resources. In addition, children with autism who are higher functioning are more likely to be diagnosed within a cluster than children with autism who are lower functioning. Most importantly, children who move into a neighborhood with more diagnostic resources than their previous residence are more likely to subsequently receive an autism diagnosis than children whose neighborhood resources do not change. We identify birth and diagnostic clusters of autism in California that are independent of individual-level autism risk factors. Our findings implicate a causal relationship between neighborhood-level diagnostic resources and spatial patterns of autism incidence but do not rule out the possibility that environmental toxicants have also contributed to autism risk

Can Sibling Sex Ratios Be Used as a Valid Test for the Prenatal Androgen Hypothesis of Autism Spectrum Disorders?

Sibling sex ratios have been applied as an indirect test of a hypothesized association between prenatal testosterone levels and risk for autism, a developmental disorder disproportionately affecting males. Differences in sibling sex ratios between those with and without autism would provide evidence of a shared risk factor for autism and offspring sex. Conclusions related to prenatal testosterone, however, require additional assumptions. Here, we used directed acyclic graphs (DAGs) to clarify the elements required for a valid test of the hypothesis that sibling sex ratios differ between children with and without autism. We then conducted such a test using a large, population-based sample of children

The Population Level Impacts of Differential Fertility Behavior of Parents of Children with Autism

Drawing on population level data of exceptional quality (including detailed diagnostic information on the autism status of sibling pairs of over 3 million different mothers), this study confirms that stoppage is the average fertility response to a child born with autism, thereby reducing observed concordance in sibling pairs and leading to potentially biased estimation of genetic contributions to autism etiology. Using a counterfactual framework and applying matching techniques we show, however, that this average effect is composed of very different responses to suspicion of autism depending on birth cohort, the character of the disorder (severe versus less severe), the gender of the child, poverty status, and parental education. This study also sheds light on when parents suspect autism. We find that parents’ fertility behavior changes relative to matched controls very early after the birth of a child who will later be diagnosed with autism