Does \u2018bigger\u2019mean \u2018better\u2019? Pitfalls and shortcuts associated with big data for social research

\u2018Big data is here to stay.\u2019 This key statement has a double value: is an assumption as well as the reason why a theoretical reflection is needed. Furthermore, Big data is something that is gaining visibility and success in social sciences even, overcoming the division between humanities and computer sciences. In this contribution some considerations on the presence and the certain persistence of Big data as a socio-technical assemblage will be outlined. Therefore, the intriguing opportunities for social research linked to such interaction between practices and technological development will be developed. However, despite a promissory rhetoric, fostered by several scholars since the birth of Big data as a labelled concept, some risks are just around the corner. The claims for the methodological power of bigger and bigger datasets, as well as increasing speed in analysis and data collection, are creating a real hype in social research. Peculiar attention is needed in order to avoid some pitfalls. These risks will be analysed for what concerns the validity of the research results \u2018obtained through Big data. After a pars distruens, this contribution will conclude with a pars construens; assuming the previous critiques, a mixed methods research design approach will be described as a general proposal with the objective of stimulating a debate on the integration of Big data in complex research projecting

The Cosheston Group (Lower Old Red Sandstone) in southwest Wales: age, correlation and palaeobotanical significance

Upper Silurian–Lower Devonian ‘Lower Old Red Sandstone’ facies deposits cropping out in southwest Wales are poorly age-constrained and difficult to correlate. Spore assemblages have been recovered from sequences of these deposits belonging to the lower part of the Cosheston Group. The spore assemblages are equated with the breconensis–zavallatus and polygonalis–emsiensis Spore Assemblage Biozones and indicate an early Devonian age (late Gedinnian (late Lochkovian)–Siegenian (Pragian)). The new biostratigraphical data enable correlation of the lower part of the Cosheston Group with the Senni Beds from the main outcrop of the Lower Devonian in South Wales and the Welsh Borderland. In addition, the new age data and stratigraphical correlation place important plant megafossil assemblages from the Cosheston Group and Senni Beds in a more secure stratigraphical framework, thus facilitating comparisons with other Lower Devonian plant megafossil assemblages and enhancing palaeobotanical understanding. Evidence from palynofacies analysis supports sedimentological interpretations which suggest that the ‘Lower Old Red Sandstone’ facies deposits belonging to the Cosheston Group accumulated in a continental fluviatile environment

Climatic and Biogeochemical Effects of a Galactic Gamma-Ray Burst

It is likely that one or more gamma-ray bursts within our galaxy have strongly irradiated the Earth in the last Gy. This produces significant atmospheric ionization and dissociation, resulting in ozone depletion and DNA-damaging ultraviolet solar flux reaching the surface for up to a decade. Here we show the first detailed computation of two other significant effects. Visible opacity of NO2 is sufficient to reduce solar energy at the surface up to a few percent, with the greatest effect at the poles, which may be sufficient to initiate glaciation. Rainout of dilute nitric acid is could have been important for a burst nearer than our conservative nearest burst. These results support the hypothesis that the characteristics of the late Ordovician mass extinction are consistent with GRB initiation.Comment: 12 pages, 2 figures, in press at Geophysical Research Letters. Minor revisions, including details on falsifying the hypothesi

The Object Coordination Class Applied to Wavepulses: Analysing Student Reasoning in Wave Physics

Detailed investigations of student reasoning show that students approach the topic of wave physics using both event-like and object-like descriptions of wavepulses, but primarily focus on object properties in their reasoning. Student responses to interview and written questions are analysed using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues. Here, the term reasoning resources is used in a general fashion to describe any of the smaller grain size models of reasoning (p-prims, facets of knowledge, intuitive rules, etc) rather than theoretically ambiguous (mis)conceptions. Student applications of reasoning resources, including one previously undocumented, are described. Though the coordination class model is extremely helpful in organising the research data, problematic aspects of the model are also discussed.Comment: 20 pages, 8 figures, 27 reference

Being proven wrong elicits learning in children - but only in those with higher executive function skills

This study investigated whether prompting children to generate predictions about an outcome facilitates activation of prior knowledge and improves belief revision. 51 children aged 9-12 were tested on two experimental tasks in which generating a prediction was compared to closely matched control conditions, as well as on a test of executive functions (EF). In Experiment 1, we showed that children exhibited a pupillary surprise response to events that they had predicted incorrectly, hypothesized to reflect the transient release of noradrenaline in response to cognitive conflict. However, children\u27s surprise response was not associated with better belief revision, in contrast to a previous study involving adults. Experiment 2 revealed that, while generating predictions helped children activate their prior knowledge, only those with better inhibitory control skills learned from incorrectly predicted outcomes. Together, these results suggest that good inhibitory control skills are needed for learning through cognitive conflict. Thus, generating predictions benefits learning - but only among children with sufficient EF capacities to harness surprise for revising their beliefs. (DIPF/Orig.

E-government adoption: A cultural comparison

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ Springer Science + Business Media, LLC 2008.E-government diffusion is an international phenomenon. This study compares e-government adoption in the U.K. to adoption in the U.S. In particular, this study seeks to determine if the same factors are salient in both countries. Several studies have explored citizen acceptance of e-government services in the U.S. However, few studies have explored this phenomenon in the U.K. To identify the similarities and differences between the U.K. and the U.S. a survey is conducted in the U.K. and the findings are compared to the literature that investigates diffusion in the U.S. This study proposes a model of e-government adoption in the U.K. based on salient factors in the U.S. A survey is administered to 260 citizens in London to assess the importance of relative advantage, trust and the digital divide on intention to use e-government. The results of binary logistic regression indicate that there are cultural differences in e-government adoption in the U.K. and the U.S. The results indicate that of the prevailing adoption constructs, relative advantage and trust are pertinent in both the U.S. and the U.K., while ICT adoption barriers such as access and skill may vary by culture. Implications for research and practice are discussed

Interacting mindreaders

Could interacting mindreaders be in a position to know things which they would be unable to know if they were manifestly passive observers? This paper argues that they could. Mindreading is sometimes reciprocal: the mindreader's target reciprocates by taking the mindreader as a target for mindreading. The paper explains how such reciprocity can significantly narrow the range of possible interpretations of behaviour where mindreaders are, or appear to be, in a position to interact. A consequence is that revisions and extensions are needed to standard theories of the evidential basis of mindreading. The view also has consequences for understanding how abilities to interact combined with comparatively simple forms of mindreading may explain the emergence, in evolution or development, of sophisticated forms of social cognition

The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined