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1. Positive Social-Ecological Feedbacks in Community-Based Conservation

   https://doi.org/10.3389/fmars.2021.652318  

   Quintana, Anastasia C. ; Giron-Nava, Alfredo ; Urmy, Samuel ; Cramer, Alli N. ; Domínguez-Sánchez, Santiago ; Rodríguez-Van Dyck, Salvador ; Aburto-Oropeza, Octavio ; Basurto, Xavier ; Weaver, Amy Hudson ( May 2021 , Frontiers in Marine Science)

   null (Ed.)

   Marine area-based conservation measures including no-take zones (areas with no fishing allowed) are often designed through lengthy processes that aim to optimize for ecological and social objectives. Their (semi) permanence generates high stakes in what seems like a one-shot game. In this paper, we theoretically and empirically explore a model of short-term area-based conservation that prioritizes adaptive co-management: temporary areas closed to fishing, designed by the fishers they affect, approved by the government, and adapted every 5 years. In this model, no-take zones are adapted through learning and trust-building between fishers and government fisheries scientists. We use integrated social-ecological theory and a case study of a network of such fisheries closures (“fishing refugia”) in northwest Mexico to hypothesize a feedback loop between trust, design, and ecological outcomes. We argue that, with temporary and adaptive area-based management, social and ecological outcomes can be mutually reinforcing as long as initial designs are ecologically “good enough” and supported in the social-ecological context. This type of adaptive management also has the potential to adapt to climate change and other social-ecological changes. This feedback loop also predicts the dangerous possibility that low trust among stakeholders may lead to poor design, lack of ecological benefits, eroding confidence in the tool’s capacity, shrinking size, and even lower likelihood of social-ecological benefits. In our case, however, this did not occur, despite poor ecological design of some areas, likely due to buffering by social network effects and alternative benefits. We discuss both the potential and the danger of temporary area-based conservation measures as a learning tool for adaptive co-management and commoning. 

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2. An Investigation on the Portrayal of Blue Whale Challenge on YouTube and Twitter

   https://doi.org/10.1177/1071181319631179  

   Khasawneh, Amro ; Chalil Madathil, Kapil ; Dixon, Emma ; Wisniewski, Pamela ; Zinzow, Heidi ; Roth, Rebecca ( November 2019 , Proceedings of the Human Factors and Ergonomics Society Annual Meeting)

   Introduction Social media has created opportunities for children to gather social support online (Blackwell et al., 2016; Gonzales, 2017; Jackson, Bailey, & Foucault Welles, 2018; Khasawneh, Rogers, Bertrand, Madathil, & Gramopadhye, 2019; Ponathil, Agnisarman, Khasawneh, Narasimha, & Madathil, 2017). However, social media also has the potential to expose children and adolescents to undesirable behaviors. Research showed that social media can be used to harass, discriminate (Fritz & Gonzales, 2018), dox (Wood, Rose, & Thompson, 2018), and socially disenfranchise children (Page, Wisniewski, Knijnenburg, & Namara, 2018). Other research proposes that social media use might be correlated to the significant increase in suicide rates and depressive symptoms among children and adolescents in the past ten years (Mitchell, Wells, Priebe, & Ybarra, 2014). Evidence based research suggests that suicidal and unwanted behaviors can be promulgated through social contagion effects, which model, normalize, and reinforce self-harming behavior (Hilton, 2017). These harmful behaviors and social contagion effects may occur more frequently through repetitive exposure and modelling via social media, especially when such content goes “viral” (Hilton, 2017). One example of viral self-harming behavior that has generated significant media attention is the Blue Whale Challenge (BWC). The hearsay about this challenge is that individuals at all ages are persuaded to participate in self-harm and eventually kill themselves (Mukhra, Baryah, Krishan, & Kanchan, 2017). Research is needed specifically concerning BWC ethical concerns, the effects the game may have on teenagers, and potential governmental interventions. To address this gap in the literature, the current study uses qualitative and content analysis research techniques to illustrate the risk of self-harm and suicide contagion through the portrayal of BWC on YouTube and Twitter Posts. The purpose of this study is to analyze the portrayal of BWC on YouTube and Twitter in order to identify the themes that are presented on YouTube and Twitter posts that share and discuss BWC. In addition, we want to explore to what extent are YouTube videos compliant with safe and effective suicide messaging guidelines proposed by the Suicide Prevention Resource Center (SPRC). Method Two social media websites were used to gather the data: 60 videos and 1,112 comments from YouTube and 150 posts from Twitter. The common themes of the YouTube videos, comments on those videos, and the Twitter posts were identified using grounded, thematic content analysis on the collected data (Padgett, 2001). Three codebooks were built, one for each type of data. The data for each site were analyzed, and the common themes were identified. A deductive coding analysis was conducted on the YouTube videos based on the nine SPRC safe and effective messaging guidelines (Suicide Prevention Resource Center, 2006). The analysis explored the number of videos that violated these guidelines and which guidelines were violated the most. The inter-rater reliabilities between the coders ranged from 0.61 – 0.81 based on Cohen’s kappa. Then the coders conducted consensus coding. Results & Findings Three common themes were identified among all the posts in the three social media platforms included in this study. The first theme included posts where social media users were trying to raise awareness and warning parents about this dangerous phenomenon in order to reduce the risk of any potential participation in BWC. This was the most common theme in the videos and posts. Additionally, the posts claimed that there are more than 100 people who have played BWC worldwide and provided detailed description of what each individual did while playing the game. These videos also described the tasks and different names of the game. Only few videos provided recommendations to teenagers who might be playing or thinking of playing the game and fewer videos mentioned that the provided statistics were not confirmed by reliable sources. The second theme included posts of people that either criticized the teenagers who participated in BWC or made fun of them for a couple of reasons: they agreed with the purpose of BWC of “cleaning the society of people with mental issues,” or they misunderstood why teenagers participate in these kind of challenges, such as thinking they mainly participate due to peer pressure or to “show off”. The last theme we identified was that most of these users tend to speak in detail about someone who already participated in BWC. These videos and posts provided information about their demographics and interviews with their parents or acquaintances, who also provide more details about the participant’s personal life. The evaluation of the videos based on the SPRC safe messaging guidelines showed that 37% of the YouTube videos met fewer than 3 of the 9 safe messaging guidelines. Around 50% of them met only 4 to 6 of the guidelines, while the remaining 13% met 7 or more of the guidelines. Discussion This study is the first to systematically investigate the quality, portrayal, and reach of BWC on social media. Based on our findings from the emerging themes and the evaluation of the SPRC safe messaging guidelines we suggest that these videos could contribute to the spread of these deadly challenges (or suicide in general since the game might be a hoax) instead of raising awareness. Our suggestion is parallel with similar studies conducted on the portrait of suicide in traditional media (Fekete & Macsai, 1990; Fekete & Schmidtke, 1995). Most posts on social media romanticized people who have died by following this challenge, and younger vulnerable teens may see the victims as role models, leading them to end their lives in the same way (Fekete & Schmidtke, 1995). The videos presented statistics about the number of suicides believed to be related to this challenge in a way that made suicide seem common (Cialdini, 2003). In addition, the videos presented extensive personal information about the people who have died by suicide while playing the BWC. These videos also provided detailed descriptions of the final task, including pictures of self-harm, material that may encourage vulnerable teens to consider ending their lives and provide them with methods on how to do so (Fekete & Macsai, 1990). On the other hand, these videos both failed to emphasize prevention by highlighting effective treatments for mental health problems and failed to encourage teenagers with mental health problems to seek help and providing information on where to find it. YouTube and Twitter are capable of influencing a large number of teenagers (Khasawneh, Ponathil, Firat Ozkan, & Chalil Madathil, 2018; Pater & Mynatt, 2017). We suggest that it is urgent to monitor social media posts related to BWC and similar self-harm challenges (e.g., the Momo Challenge). Additionally, the SPRC should properly educate social media users, particularly those with more influence (e.g., celebrities) on elements that boost negative contagion effects. While the veracity of these challenges is doubted by some, posting about the challenges in unsafe manners can contribute to contagion regardless of the challlenges’ true nature. 

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3. Board 330: Iron Range Engineering Academic Scholarships for Co-Op Based Engineering Education

   Spence, Catherine M. Siverling ( June 2023 , Review directory American Society for Engineering Education)

   This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at Minnesota State University, Mankato. Over its six year duration, this project will fund scholarships to 120 unique full-time students who are pursuing Bachelor of Science degrees in engineering. First semester junior, primarily transfer, students at Iron Range Engineering will receive scholarships for one semester. The Iron Range Engineering (IRE) STEM Scholars Program provides a financially sustainable pathway for students across the nation to graduate with an engineering degree and up to two years of industry experience. Students typically complete their first two years of engineering coursework at community colleges across the country. Students then join IRE and spend one transitional semester gaining training and experience to equip them with the technical, design, and professional skills needed to succeed in the engineering workforce. During the last two years of their education, IRE students work in industry, earning an engineering intern salary, while being supported in their technical and professional development by professors, learning facilitators, and their own peers. The IRE STEM Scholars project will provide access to a financially responsible engineering degree for low-income students by financially supporting them during the transitional semester, which has two financial challenges: university tuition costs are higher than their previous community college costs, and the semester occurs before they are able to earn an engineering co-op income. In addition, the project will provide personalized mentorship throughout students’ pathway to graduation, such as weekly conversations with a mentor. By providing these supports, the IRE STEM Scholars project aims to prepare students to be competitive applicants for the engineering workforce with career development and engineering co-op experience. Because community colleges draw relatively representative proportions of students from a variety of backgrounds, this project has the potential to learn how transfer pathways and co-op education can support financially sustainable pathways to engineering degrees for a more diverse group of students and contribute to the development of a diverse, competitive engineering workforce. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. As part of the scope of this project, a concurrent mixed-methods research study will be done on engineering students’ thriving, specifically their identity, belonging, motivation, and overall wellbeing (or mental and physical health). Student outcomes have previously been measured primarily through academic markers such as graduation rates and GPA. In addition to these outcomes, this project explores ways to better support overall student thriving. This study will address the following research questions: How do undergraduate students’ engineering identity and belongingness develop over time in a co-op-based engineering program? How do undergraduate students’ motivation and identity connect to overall wellbeing in a co-op-based engineering program? In the first year of the IRE STEM Scholars Project, initial interview data describe scholars’ sense of belonging in engineering, prior to their first co-op experiences and survey data describe IRE students’ experiences in co-op and overall sense of belonging. Future work will utilize these values to identify ways to better support the IRE STEM scholars’ identity development as they move into their first co-op experiences. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students. 

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4. Buffering new risks? Environmental, social and economic changes in the Turkana Basin during and after the African Humid Period

   https://doi.org/10.1177/09596836221121766  

   Hildebrand, Elisabeth ; Grillo, Katherine M. ; Chritz, Kendra L. ; Fischer, Markus L. ; Goldstein, Steven T. ; Janzen, Anneke ; Junginger, Annett ; Kinyanjui, Rahab N. ; Ndiema, Emmanuel ; Sawchuk, Elizabeth ; et al ( October 2022 , The Holocene)

   This paper evaluates risk-oriented frameworks for explaining environmental, social, and economic changes faced by fishing and herding communities in the Turkana Basin during and after the African Humid Period (AHP, 15–5 ka). The orbitally-forced AHP created moist conditions, high lake levels, and unusual hydrological connections across much of northern and eastern Africa. As arid conditions set in and rainfall decreased between 5.3 and 3.9 ka in eastern Africa, Lake Turkana (NW Kenya) shrank dramatically. Shoreline retreat coincided with an expansion of open plains, creating new ecological conditions and potential opportunities for early herders in the basin. In this changing landscape, economies shifted from food procurement (fishing/hunting aquatic resources) to food production (herding), likely through both in-migration by pastoralists and adoption of herding by local fishers. Early pastoralists also built at least seven megalithic pillar sites that served as communal cemeteries during this time. Recent research has shown that local environmental dynamics – both during and after the AHP – were complex, demanding a more careful interrogation of the notion that post-AHP life entailed new and/or heightened risks. Risk-buffering strategies might include mobility, diversification, physical storage, and exchange. Archaeologists working around Lake Turkana have proposed that economic shifts from fishing to pastoralism entailed increased mobility as a risk-buffering strategy to deal with aridity and resource unpredictability, and that pillar sites – as fixed landmarks in an unstable landscape – provided settings for congregation and exchange amongst increasingly mobile herding communities. However, recent research has shown that local environmental dynamics in the Lake Turkana basin – both during and after the AHP – were more complex than previously thought, necessitating re-evaluation of the notion that post-AHP life entailed new and/or heightened risks. Here, we explore risk buffering strategies (e.g. mobility, diversification, physical storage and/or exchange) as only one category of potential explanation for the new social practices observed in the region at this time. Gauging their applicability requires us to (a) assess the spatial mobility of communities and individuals interred at pillar sites; (b) evaluate whether and how mobility strategies may have changed as pastoralism supplanted fishing; and (c) examine alternative explanations for social and economic changes.

    

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5. An Association Rule Approach for Identifying Physical System-User Interactions and Potential Human Errors Using a Design Repository

   https://doi.org/10.1115/DETC2019-98424  

   Soria Zurita, Nicolás F. ; Tensa, Melissa Anne ; Ferrero, Vincenzo ; Stone, Robert B. ; DuPont, Bryony ; Demirel, H. Onan ; Tumer, Irem Y. ( August 2019 , ASME International Design Engineering Technical Conferences and Computers in Engineering)

   During the design process, designers must satisfy customer needs while adequately developing engineering objectives. Among these engineering objectives, human considerations such as user interactions, safety, and comfort are indispensable during the design process. Nevertheless, traditional design engineering methodologies have significant limitations incorporating and understanding physical user interactions during early design phases. For example, Human Factors methods use checklists and guidelines applied to virtual or physical prototypes at later design stages to evaluate the concept. As a result, designers struggle to identify design deficiencies and potential failure modes caused by user-system interactions without relying on the use of detailed and costly prototypes. The Function-Human Error Design Method (FHEDM) is a novel approach to assess physical interactions during the early design stage using a functional basis approach. By applying FHEDM, designers can identify user interactions required to complete the functions of the system and to distinguish failure modes associated with such interactions, by establishing user-system associations using the information of the functional model. In this paper, we explore the use of data mining techniques to develop relationships between component, functions, flows and user interactions. We extract design information about components, functions, flows, and user interactions from a set of distinct coffee makers found in the Design Repository to build associations rules. Later, using a functional model of an electric kettle, we compared the functions, flows, and user interactions associations generated from data mining against the associations created by the authors, using the FHEDM. The results show notable similarities between the associations built from data mining and the FHEDM. We are suggesting that design information from a rich dataset can be used to extract association rules between functions, flows, components, and user interactions. This work will contribute to the design community by automating the identification of user interactions from a functional model. 

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