Accountability Infrastructure: How to implement limits on platform optimization to protect population health

Attention capitalism has generated design processes and product development decisions that prioritize platform growth over all other considerations. To the extent limits have been placed on these incentives, interventions have primarily taken the form of content moderation. While moderation is important for what we call "acute harms," societal-scale harms -- such as negative effects on mental health and social trust -- require new forms of institutional transparency and scientific investigation, which we group under the term accountability infrastructure. This is not a new problem. In fact, there are many conceptual lessons and implementation approaches for accountability infrastructure within the history of public health. After reviewing these insights, we reinterpret the societal harms generated by technology platforms through reference to public health. To that end, we present a novel mechanism design framework and practical measurement methods for that framework. The proposed approach is iterative and built into the product design process, and is applicable for both internally-motivated (i.e. self regulation by companies) and externally-motivated (i.e. government regulation) interventions for a range of societal problems, including mental health. We aim to help shape a research agenda of principles for the design of mechanisms around problem areas on which there is broad consensus and a firm base of support. We offer constructive examples and discussion of potential implementation methods related to these topics, as well as several new data illustrations for potential effects of exposure to online content.Comment: 63 pages, 5 tables and 6 figure

On \mu-Compatible Metrics and Measurable Sensitivity

We introduce the notion of W-measurable sensitivity, which extends and strictly implies canonical measurable sensitivity, a measure- theoretic version of sensitive dependence on initial conditions. This notion also implies pairwise sensitivity with respect to a large class of metrics. We show that nonsingular ergodic and conservative dynamical systems on standard spaces must be either W-measurably sensitive, or isomorphic mod 0 to a minimal uniformly rigid isometry. In the finite measure-preserving case they are W-measurably sensitive or measurably isomorphic to an ergodic isometry on a compact metric space.Comment: Many improvements in exposition, a technical assumption removed, as suggested by the reviewe

The association between medical students\u27 motivation with learning environment, perceived academic rank, and burnout

Objectives: To assess the correlations between extrinsic and intrinsic motivation, personal growth and quality of life with learning environment perceptions, perceived academic rank and burnout among medical students. Methods: Cross-sectional questionnaires were administered to medical students at three medical schools in Israel, Malaysia, and China, at the end of one academic year. Surveys included demographic data, students\u27 perceived academic rank, two learning environment perceptions scales, and scales for personal growth, goal orientation, burnout and quality of life. Comparative analyses were made to determine the significance of relationships between the outcome measures and control variables, using a series of t-tests. Pearson correlation coefficients were used to test the hypothesis. Results: Sixty-four percent (400/622) of the students responded. Significant correlations were found between: intrinsic motivation (r(398) =.37, p\u3c.001); personal growth (r(398)=.62, p\u3c.001); and quality of life (r(398)= .48, p \u3c.001) with higher learning environment perceptions, intrinsic motivation (r(398)= .21, p\u3c.001); personal growth (r(398) =.21, p\u3c .001); and quality of life (r(398)=.18, p\u3c.001) with perceived academic rank, and negative correlation between personal growth (r(398) =-.38, p\u3c.001); and quality of life (r(398) =-.42, p\u3c.001) with burnout. Conclusions: Intrinsic motivation, personal growth and quality of life are correlated with higher learning environment perceptions and perceived academic rank. Burnout is influenced by personal growth and quality of life. We suggest focusing on motivation profiles before acceptance to medical school and during studies

The Agricultural Health Study: Factors Affecting Completion and Return of Self-Administered Questionnaires in a Large Prospective Cohort Study of Pesticide Applicators

Response rates were examined in a prospective epidemiologic study of individuals, mostly farmers, from Iowa and North Carolina seeking a pesticide applicator license during the period from 1994 through 1996. In the first year of enrollment 16,535 farmers (representing 77% of eligible farmer applicators) enrolled in the study by completing a 17-page questionnaire administered at a pesticide training session; 47% of the enrolled farmers completed and returned a much longer take-home questionnaire. The characteristics of farmers who completed only the enrollment questionnaire were quite similar to those of farmers who also completed and returned the take-home questionnaire. The most notable difference was the increased age of responders. Thus, the study population might have slightly higher cumulative farm exposures and slightly lower current farm exposures than the base population of all farmer applicators. The lack of evidence for substantial selection bias is reassuring for the Agricultural Health Study, and provides a measure of reassurance for other studies depending on the voluntary completion of self-administered questionnaires

The Agricultural Health Study: Factors Affecting Completion and Return of Self-Administered Questionnaires in a Large Prospective Cohort Study of Pesticide Applicators

Response rates were examined in a prospective epidemiologic study of individuals, mostly farmers, from Iowa and North Carolina seeking a pesticide applicator license during the period from 1994 through 1996. In the first year of enrollment 16,535 farmers (representing 77% of eligible farmer applicators) enrolled in the study by completing a 17-page questionnaire administered at a pesticide training session; 47% of the enrolled farmers completed and returned a much longer take-home questionnaire. The characteristics of farmers who completed only the enrollment questionnaire were quite similar to those of farmers who also completed and returned the take-home questionnaire. The most notable difference was the increased age of responders. Thus, the study population might have slightly higher cumulative farm exposures and slightly lower current farm exposures than the base population of all farmer applicators. The lack of evidence for substantial selection bias is reassuring for the Agricultural Health Study, and provides a measure of reassurance for other studies depending on the voluntary completion of self-administered questionnaires

A Quantitative Approach for Estimating Exposure to Pesticides in the Agricultural Health Study

We developed a quantitative method to estimate long-term chemical-specific pesticide exposures in a large prospective cohort study of more than 58000 pesticide applicators in North Carolina and Iowa. An enrollment questionnaire was administered to applicators to collect basic time- and intensity-related information on pesticide exposure such as mixing condition, duration and frequency of application, application methods and personal protective equipment used. In addition, a detailed take-home questionnaire was administered to collect further intensity- related exposure information such as maintenance or repair of mixing and application equipment, work practices and personal hygiene. More than 40% of the enrolled applicators responded to this detailed take-home questionnaire. Two algorithms were developed to identify applicators’ exposure scenarios using information from the enrollment and take-home questionnaires separately in the calculation of subject-specific intensity of exposure score to individual pesticides. The ‘general algorithm’ used four basic variables (i.e. mixing status, application method, equipment repair status and personal protective equipment use) from the enrollment questionnaire and measurement data from the published pesticide exposure literature to calculate estimated intensity of exposure to individual pesticides for each applicator. The ‘detailed’ algorithm was based on variables in the general algorithm plus additional exposure information from the take-home questionnaire, including types of mixing system used (i.e. enclosed or open), having a tractor with enclosed cab and/or charcoal filter, frequency of washing equipment after application, frequency of replacing old gloves, personal hygiene and changing clothes after a spill. Weighting factors applied in both algorithms were estimated using measurement data from the published pesticide exposure literature and professional judgment. For each study subject, chemical-specific lifetime cumulative pesticide exposure levels were derived by combining intensity of pesticide exposure as calculated by the two algorithms independently and duration/frequency of pesticide use from the questionnaire. Distributions of duration, intensity and cumulative exposure levels of 2,4-D and chlorpyrifos are presented by state, gender, age group and applicator type (i.e. farmer or commercial applicator) for the entire enrollment cohort and for the sub-cohort of applicators who responded to the take-home questionnaire. The distribution patterns of all basic exposure indices (i.e. intensity, duration and cumulative exposure to 2,4-D and chlorpyrifos) by state, gender, age and applicator type were almost identical in two study populations, indicating that the take-home questionnaire sub-cohort of applicators is representative of the entire cohort in terms of exposure

An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

The science laboratory is an integral component of science education. However, the academic value of student participation in the laboratory is not clearly understood. One way to discern student perceptions of the science laboratory is by exploring their views of the classroom environment. The classroom environment is one determinant that can directly influence student learning and affective outcomes. Therefore, this study sought to examine community college students' perceptions of the laboratory classroom environment and their attitudes toward science. Quantitative methods using two survey instruments, the Science Laboratory Environment Instrument (SLEI) and the Test of Science Related Attitudes (TORSA) were administered to measure laboratory perceptions and attitudes, respectively. A determination of differences among males and females as well as three academic streams were examined. Findings indicated that overall community college students had positive views of the laboratory environment regardless of gender of academic major. However, the results indicated that the opportunity to pursue open-ended activities in the laboratory was not prevalent. Additionally, females viewed the laboratory material environment more favorably than their male classmates did. Students' attitudes toward science ranged from favorable to undecided and no significant gender differences were present. However, there were significantly statistical differences between the attitudes of nonscience majors compared to both allied health and STEM majors. Nonscience majors had less positive attitudes toward scientific inquiry, adoption of scientific attitudes, and enjoyment of science lessons. Results also indicated that collectively, students' experiences in the laboratory were positive predicators of their attitudes toward science. However, no laboratory environment scale was a significant independent predictor of student attitudes. .A students' academic streams was the only significant independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors. (Published By University of Alabama Libraries