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1. Examining the “narrow” and “expansive” socio-technical imaginaries influencing college students’ collaborative reasoning about a design scenario

   Radoff, J. ; Turpen, C. ; Abdurrahman, F. ; Chen, D. ; Tomblin, D. ; Agrawal, A. ; Chudamani, S. ( August 2022 , Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN)

   Many studies show that college engineering students’ sense of ethical and social responsibility declines over the course of their college careers (Cech, 2014; Canny & Bielefeldt, 2015; Schiff et al., 2021). One reason is that many college engineering programs and courses reinforce the social-technical dualism, which treats social and macro-ethical issues as distinct from the technical work more often associated with “real” engineering. Some programs, like the Science, Technology and Society (STS) program at [institution made confidential for review], attempt to challenge this dualism by supporting the integration of social and technical considerations within students’ design work and by asking students to grapple with the complex ethics of their work. However, this program is still embedded within a department, university, and society that subscribes to harmful ideologies such as technocracy, capitalism, and meritocracy, which value efficiency, surveillance, and control. These ideologies and their associated values constrain the imagination for what is possible in design work, for instance, by relying on technological ‘quick fixes’ to address complex social problems or by propping up large corporations as innovators, without adequately grappling with the harm that these corporations might be doing. This cultural reality creates an uphill battle for educators attempting to support engineering students’ sense of social consciousness and ethical responsibility. Thus, this study attempts to understand how engineering students’ imaginations are being constrained by societal structures and ideologies and when do they “break free” from these constraints? In this paper, we present a preliminary analysis of first-year STS students collaboratively reasoning through a simulated design scenario about a small community store facing challenges related to the Covid-19 pandemic (adapted from Gupta, 2017). Using discourse and narrative analysis, we analyzed multiple focus group interviews to identify what we call “co-occurrences,” or ideas that tend to hang together in participants’ reasoning. Examining these co-occurrences provides insight into the variety of ways socio-technical imaginaries play out in students’ design thinking. 

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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. Pilot project purgatory? Assessing automated vehicle pilot projects in U.S. cities

   https://doi.org/10.1057/s41599-021-01006-2  

   McAslan, Devon ; Najar Arevalo, Farah ; King, David A. ; Miller, Thaddeus R. ( December 2021 , Humanities and Social Sciences Communications)

   Abstract Pilot projects have emerged in cities globally as a way to experiment with the utilization of a suite of smart mobility and emerging transportation technologies. Automated vehicles (AVs) have become central tools for such projects as city governments and industry explore the use and impact of this emerging technology. This paper presents a large-scale assessment of AV pilot projects in U.S. cities to understand how pilot projects are being used to examine the risks and benefits of AVs, how cities integrate these potentially transformative technologies into conventional policy and planning, and how and what they are learning about this technology and its future opportunities and risks. Through interviews with planning practitioners and document analysis, we demonstrate that the approaches cities take for AVs differ significantly, and often lack coherent policy goals. Key findings from this research include: (1) a disconnect between the goals of the pilot projects and a city’s transportation goals; (2) cities generally lack a long-term vision for how AVs fit into future mobility systems and how they might help address transportation goals; (3) an overemphasis of non-transportation benefits of AV pilots projects; (4) AV pilot projects exhibit a lack of policy learning and iteration; and (5) cities are not leveraging pilot projects for public benefits. Overall, urban and transportation planners and decision makers show a clear interest to discover how AVs can be used to address transportation challenges in their communities, but our research shows that while AV pilot projects purport to do this, while having numerous outcomes, they have limited value for informing transportation policy and planning questions around AVs. We also find that AV pilot projects, as presently structured, may constrain planners’ ability to re-think transportation systems within the context of rapid technological change. 

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4. Neural Network Guided Evolutionary Fuzzing for Finding Traffic Violations of Autonomous Vehicles

   Zhong, Ziyuan ; Kaiser, Gail ; Ray, Baishakhi ( January 2023 , IEEE transactions on software engineering)

   Self-driving cars and trucks, autonomous vehicles (AVs), should not be accepted by regulatory bodies and the public until they have much higher confidence in their safety and reliability --- which can most practically and convincingly be achieved by testing. But existing testing methods are inadequate for checking the end-to-end behaviors of AV controllers against complex, real-world corner cases involving interactions with multiple independent agents such as pedestrians and human-driven vehicles. While test-driving AVs on streets and highways fails to capture many rare events, existing simulation-based testing methods mainly focus on simple scenarios and do not scale well for complex driving situations that require sophisticated awareness of the surroundings. To address these limitations, we propose a new fuzz testing technique, called AutoFuzz, which can leverage widely-used AV simulators' API grammars to generate semantically and temporally valid complex driving scenarios (sequences of scenes). To efficiently search for traffic violations-inducing scenarios in a large search space, we propose a constrained neural network (NN) evolutionary search method to optimize AutoFuzz. Evaluation of our prototype on one state-of-the-art learning-based controller, two rule-based controllers, and one industrial-grade controller in five scenarios shows that AutoFuzz efficiently finds hundreds of traffic violations in high-fidelity simulation environments. For each scenario, AutoFuzz can find on average 10-39% more unique traffic violations than the best-performing baseline method. Further, fine-tuning the learning-based controller with the traffic violations found by AutoFuzz successfully reduced the traffic violations found in the new version of the AV controller software. 

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5. On the Co-Design of AV-Enabled Mobility Systems

   Zardini, Gioele ; Lanzetti, Nicolas ; Salazar, Mauro ; Censi, Andrea ; Frazzoli, Emilio ; Pavone, Marco ( September 2020 , IEEE International Conference on Intelligent Transportation Systems)

   null (Ed.)

   The design of autonomous vehicles (AVs) and the design of AV-enabled mobility systems are closely coupled. Indeed, knowledge about the intended service of AVs would impact their design and deployment process, whilst insights about their technological development could significantly affect transportation management decisions. This calls for tools to study such a coupling and co-design AVs and AV-enabled mobility systems in terms of different objectives. In this paper, we instantiate a framework to address such co-design problems. In particular, we leverage the recently developed theory of co-design to frame and solve the problem of designing and deploying an intermodal Autonomous Mobility-on-Demand system, whereby AVs service travel demands jointly with public transit, in terms of fleet sizing, vehicle autonomy, and public transit service frequency. Our framework is modular and compositional, allowing one to describe the design problem as the interconnection of its individual components and to tackle it from a system-level perspective. To showcase our methodology, we present a real-world case study for Washington D.C., USA. Our work suggests that it is possible to create user-friendly optimization tools to systematically assess costs and benefits of interventions, and that such analytical techniques might gain a momentous role in policy-making in the future. 

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