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1. A Multi-match Approach to the Author Uncertainty Problem

   https://doi.org/10.2478/jdis-2019-0006  

   Carley, Stephen F. ; Porter, Alan L. ; Youtie, Jan L. ( June 2019 , Journal of Data and Information Science)

   Abstract Purpose The ability to identify the scholarship of individual authors is essential for performance evaluation. A number of factors hinder this endeavor. Common and similarly spelled surnames make it difficult to isolate the scholarship of individual authors indexed on large databases. Variations in name spelling of individual scholars further complicates matters. Common family names in scientific powerhouses like China make it problematic to distinguish between authors possessing ubiquitous and/or anglicized surnames (as well as the same or similar first names). The assignment of unique author identifiers provides a major step toward resolving these difficulties. We maintain, however, that in and of themselves, author identifiers are not sufficient to fully address the author uncertainty problem. In this study we build on the author identifier approach by considering commonalities in fielded data between authors containing the same surname and first initial of their first name. We illustrate our approach using three case studies. Design/methodology/approach The approach we advance in this study is based on commonalities among fielded data in search results. We cast a broad initial net—i.e., a Web of Science (WOS) search for a given author’s last name, followed by a comma, followed by the first initial of his or her first name (e.g., a search for ‘John Doe’ would assume the form: ‘Doe, J’). Results for this search typically contain all of the scholarship legitimately belonging to this author in the given database (i.e., all of his or her true positives), along with a large amount of noise, or scholarship not belonging to this author (i.e., a large number of false positives). From this corpus we proceed to iteratively weed out false positives and retain true positives. Author identifiers provide a good starting point—e.g., if ‘Doe, J’ and ‘Doe, John’ share the same author identifier, this would be sufficient for us to conclude these are one and the same individual. We find email addresses similarly adequate—e.g., if two author names which share the same surname and same first initial have an email address in common, we conclude these authors are the same person. Author identifier and email address data is not always available, however. When this occurs, other fields are used to address the author uncertainty problem. Commonalities among author data other than unique identifiers and email addresses is less conclusive for name consolidation purposes. For example, if ‘Doe, John’ and ‘Doe, J’ have an affiliation in common, do we conclude that these names belong the same person? They may or may not; affiliations have employed two or more faculty members sharing the same last and first initial. Similarly, it’s conceivable that two individuals with the same last name and first initial publish in the same journal, publish with the same co-authors, and/or cite the same references. Should we then ignore commonalities among these fields and conclude they’re too imprecise for name consolidation purposes? It is our position that such commonalities are indeed valuable for addressing the author uncertainty problem, but more so when used in combination. Our approach makes use of automation as well as manual inspection, relying initially on author identifiers, then commonalities among fielded data other than author identifiers, and finally manual verification. To achieve name consolidation independent of author identifier matches, we have developed a procedure that is used with bibliometric software called VantagePoint (see www.thevantagepoint.com) While the application of our technique does not exclusively depend on VantagePoint, it is the software we find most efficient in this study. The script we developed to implement this procedure is designed to implement our name disambiguation procedure in a way that significantly reduces manual effort on the user’s part. Those who seek to replicate our procedure independent of VantagePoint can do so by manually following the method we outline, but we note that the manual application of our procedure takes a significant amount of time and effort, especially when working with larger datasets. Our script begins by prompting the user for a surname and a first initial (for any author of interest). It then prompts the user to select a WOS field on which to consolidate author names. After this the user is prompted to point to the name of the authors field, and finally asked to identify a specific author name (referred to by the script as the primary author) within this field whom the user knows to be a true positive (a suggested approach is to point to an author name associated with one of the records that has the author’s ORCID iD or email address attached to it). The script proceeds to identify and combine all author names sharing the primary author’s surname and first initial of his or her first name who share commonalities in the WOS field on which the user was prompted to consolidate author names. This typically results in significant reduction in the initial dataset size. After the procedure completes the user is usually left with a much smaller (and more manageable) dataset to manually inspect (and/or apply additional name disambiguation techniques to). Research limitations Match field coverage can be an issue. When field coverage is paltry dataset reduction is not as significant, which results in more manual inspection on the user’s part. Our procedure doesn’t lend itself to scholars who have had a legal family name change (after marriage, for example). Moreover, the technique we advance is (sometimes, but not always) likely to have a difficult time dealing with scholars who have changed careers or fields dramatically, as well as scholars whose work is highly interdisciplinary. Practical implications The procedure we advance has the ability to save a significant amount of time and effort for individuals engaged in name disambiguation research, especially when the name under consideration is a more common family name. It is more effective when match field coverage is high and a number of match fields exist. Originality/value Once again, the procedure we advance has the ability to save a significant amount of time and effort for individuals engaged in name disambiguation research. It combines preexisting with more recent approaches, harnessing the benefits of both. Findings Our study applies the name disambiguation procedure we advance to three case studies. Ideal match fields are not the same for each of our case studies. We find that match field effectiveness is in large part a function of field coverage. Comparing original dataset size, the timeframe analyzed for each case study is not the same, nor are the subject areas in which they publish. Our procedure is more effective when applied to our third case study, both in terms of list reduction and 100% retention of true positives. We attribute this to excellent match field coverage, and especially in more specific match fields, as well as having a more modest/manageable number of publications. While machine learning is considered authoritative by many, we do not see it as practical or replicable. The procedure advanced herein is both practical, replicable and relatively user friendly. It might be categorized into a space between ORCID and machine learning. Machine learning approaches typically look for commonalities among citation data, which is not always available, structured or easy to work with. The procedure we advance is intended to be applied across numerous fields in a dataset of interest (e.g. emails, coauthors, affiliations, etc.), resulting in multiple rounds of reduction. Results indicate that effective match fields include author identifiers, emails, source titles, co-authors and ISSNs. While the script we present is not likely to result in a dataset consisting solely of true positives (at least for more common surnames), it does significantly reduce manual effort on the user’s part. Dataset reduction (after our procedure is applied) is in large part a function of (a) field availability and (b) field coverage. 

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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. Scale-free degree distributions, homophily and the glass ceiling effect in directed networks

   https://doi.org/10.1093/comnet/cnac007  

   Nettasinghe, Buddhika ; Alipourfard, Nazanin ; Iota, Stephen ; Krishnamurthy, Vikram ; Lerman, Kristina ; Estrada, ed., Ernesto ( April 2022 , Journal of Complex Networks)

   Preferential attachment, homophily, and their consequences such as scale-free (i.e. power-law) degree distributions, the glass ceiling effect (the unseen, yet unbreakable barrier that keeps minorities and women from rising to the upper rungs of the corporate ladder, regardless of their qualifications or achievements) and perception bias are well-studied in undirected networks. However, such consequences and the factors that lead to their emergence in directed networks (e.g. author–citation graphs, Twitter) are yet to be coherently explained in an intuitive, theoretically tractable manner using a single dynamical model. To this end, we present a theoretical and numerical analysis of the novel Directed Mixed Preferential Attachment model in order to explain the emergence of scale-free degree distributions and the glass ceiling effect in directed networks with two groups (minority and majority). Specifically, we first derive closed-form expressions for the power-law exponents of the in-degree and out-degree distributions of each of the two groups and then compare the derived exponents with each other to obtain useful insights. These insights include answers to questions such as: when does the minority group have an out-degree (or in-degree) distribution with a heavier tail compared to the majority group? what factors cause the tail of the out-degree distribution of a group to be heavier than the tail of its own in-degree distribution? what effect does frequent addition of edges between existing nodes have on the in-degree and out-degree distributions of the majority and minority groups? Answers to these questions shed light on the interplay between structure (i.e. the in-degree and out-degree distributions of the two groups) and dynamics (characterized collectively by the homophily, preferential attachment, group sizes and growth dynamics) of various real-world directed networks. We also provide a novel definition of the glass ceiling faced by a group via the number of individuals with large out-degree (i.e. those with many followers) normalized by the number of individuals with large in-degree (i.e. those who follow many others) and then use it to characterize the conditions that cause the glass ceiling effect to emerge in a directed network. Our analytical results are supported by detailed numerical experiments. The DMPA model and its theoretical and numerical analysis provided in this article are useful for analysing various phenomena on directed networks in fields such as network science and computational social science.

    

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4. "I'm looking at you, you're a perfectly good person …”: Describing non-apparent disability in engineering

   https://doi.org/https://strategy.asee.org/36059  

   Zongrone, C. ; McCall, C. ; Paretti, M. C. ; Shew, A. ; Simmons, D. R. ; McNair, L. D. ( January 2021 , Collaborative Network for Engineerign and Computing Diversity)

   null (Ed.)

   In recent years, studies in engineering education have begun to intentionally integrate disability into discussions of diversity, inclusion, and equity. To broaden and advocate for the participation of this group in engineering, researchers have identified a variety of factors that have kept people with disabilities at the margins of the field. Such factors include the underrepresentation of disabled individuals within research and industry; systemic and personal barriers, and sociocultural expectations within and beyond engineering education-related contexts. These findings provide a foundational understanding of the external and environmental influences that can shape how students with disabilities experience higher education, develop a sense of belonging, and ultimately form professional identities as engineers. Prior work examining the intersections of disability identity and professional identity is limited, with little to no studies examining the ways in which students conceptualize, define, and interpret disability as a category of identity during their undergraduate engineering experience. This lack of research poses problems for recruitment, retention, and inclusion, particularly as existing studies have shown that the ways in which students perceive and define themselves in relation to their college major is crucial for the development of a professional engineering identity. Further, due to variation in defining ‘disability’ across national agencies (e.g., the National Institutes of Health, and the Department of Justice) and disability communities (with different models of disability), the term “disability” is broad and often misunderstood, frequently referring to a group of individuals with a wide range of conditions and experiences. Therefore, the purpose of this study is to gain deeper insights into the ways students define disability and disability identity within their own contexts as they develop professional identities. Specifically, we ask the following research question: How do students describe and conceptualize non-apparent disabilities? To answer this research question, we draw from emergent findings from an on-going grounded theory exploration of professional identity formation of undergraduate civil engineering students with disabilities. In this paper, we focus our discussion on the grounded theory analyses of 4 semi-structured interviews with participants who have disclosed a non-apparent disability. Study participants consist of students currently enrolled in undergraduate civil engineering programs, students who were initially enrolled in undergraduate civil engineering programs and transferred to another major, and students who have recently graduated from a civil engineering program within the past year. Sensitizing concepts emerged as findings from the initial grounded theory analysis to guide and initiate our inquiry: 1) the medical model of disability, 2) the social model of disability, and 3) personal experience. First, medical models of disability position physical, cognitive, and developmental difference as a “sickness” or “condition” that must be “treated”. From this perspective, disability is perceived as an impairment that must be accommodated so that individuals can obtain a dominantly-accepted sense of normality. An example of medical models within the education context include accommodations procedures in which students must obtain an official diagnosis in order to access tools necessary for academic success. Second, social models of disability position disability as a dynamic and fluid identity that consists of a variety of physical, cognitive, or developmental differences. Dissenting from assumptions of normality and the focus on individual bodily conditions (hallmarks of the medical model), the social model focuses on the political and social structures that inherently create or construct disability. An example of a social model within the education context includes the universal design of materials and tools that are accessible to all students within a given course. In these instances, students are not required to request accommodations and may, consequently, bypass medical diagnoses. Lastly, participants referred to their own life experiences as a way to define, describe, and consider disability. Fernando considers his stutter to be a disability because he is often interrupted, spoken over, or silenced when engaging with others. In turn, he is perceived as unintelligent and unfit to be a civil engineer by his peers. In contrast, David, who identifies as autistic, does not consider himself to be disabled. These experiences highlight the complex intersections of medical and social models of disability and their contextual influences as participants navigate their lives. While these sensitizing concepts are not meant to scope the research, they provide a useful lens for initiating research and provides markers on which a deeper, emergent analysis is expanded. Findings from this work will be used to further explore the professional identity formation of undergraduate civil engineering students with disabilities. These findings will provide engineering education researchers and practitioners with insights regarding the ways individuals with disabilities interpret their in- and out-of-classroom experiences and navigate their disability identities. For higher education, broadly, this work aims to reinforce the complex and diverse nature of disability experience and identity, particularly as it relates to accommodations and accessibility within the classroom, and expand the inclusiveness of our programs and institutions. 

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5. Vlog Commentary YouTube Influencers as Effective Advisors in College and Career Readiness for Minorities in Computing: An Exploratory Stud

   Cummings, R.T. ; Huff, E. ; Mack, N.A. ; Womack, K. ; Reid, A. ; Ghoram, B. ; Gilbert, J.E. ; Gosha, K ( February 2019 , Proceedings of the 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT))

   Poor computing identity contributes to a deficit in performance of Black American computing students compared to their other ethnic counterparts. As the demand for computing careers continues to increase, it is imperative to discover novel ways to improve the deficit of minority college and career performance in computing. Black American social media influencers that produce video log (vlog) commentary content were investigated on the YouTube platform to determine the influence they have on improving computing identity of minority students through computing and academic advisement. This exploratory study consists of two studies: (1) a synthesis of vlog commentary college and career advisement videos, coding for the quality of advisement, usability, and user experience, and (2) an advisor effectiveness and user experience survey using a selected minority social media influencer who provides computing college and career advisement. Findings suggest YouTube influencers were effective (over a series of measures), particularly for beginners in the computing field. As minorities heavily participate in and enjoy the use of YouTube and social media, computing advisement influencers on social media allow for supplemental advisement at a wide scale. Future studies intend to further experiment minority computing advisement through social media over a long term and at varying levels of interaction. Findings help validate existing academic advisement influencers and prompts new approaches for organizations and industries to engage with prospective Black American students and members for preparation and training purposes. 

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