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1. Hidden order across online extremist movements can be disrupted by nudging collective chemistry

   https://doi.org/10.1038/s41598-021-89349-3  

   Velásquez, N.; Manrique, P.; Sear, R.; Leahy, R.; Restrepo, N. Johnson; Illari, L.; Lupu, Y.; Johnson, N. F. (May 2021, Scientific Reports)

   Abstract Disrupting the emergence and evolution of potentially violent online extremist movements is a crucial challenge. Extremism research has analyzed such movements in detail, focusing on individual- and movement-level characteristics. But are there system-level commonalities in the ways these movements emerge and grow? Here we compare the growth of the Boogaloos, a new and increasingly prominent U.S. extremist movement, to the growth of online support for ISIS, a militant, terrorist organization based in the Middle East that follows a radical version of Islam. We show that the early dynamics of these two online movements follow the same mathematical order despite their stark ideological, geographical, and cultural differences. The evolution of both movements, across scales, follows a single shockwave equation that accounts for heterogeneity in online interactions. These scientific properties suggest specific policies to address online extremism and radicalization. We show how actions by social media platforms could disrupt the onset and ‘flatten the curve’ of such online extremism by nudging its collective chemistry. Our results provide a system-level understanding of the emergence of extremist movements that yields fresh insight into their evolution and possible interventions to limit their growth. 

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2. Nuclear speed and cycle length co-vary with local density during syncytial blastoderm formation in a cricket

   https://doi.org/10.1038/s41467-022-31212-8  

   Donoughe, Seth; Hoffmann, Jordan; Nakamura, Taro; Rycroft, Chris H.; Extavour, Cassandra G. (July 2022, Nature Communications)

   Abstract The blastoderm is a broadly conserved stage of early animal development, wherein cells form a layer at the embryo’s periphery. The cellular behaviors underlying blastoderm formation are varied and poorly understood. In most insects, the pre-blastoderm embryo is a syncytium: nuclei divide and move throughout the shared cytoplasm, ultimately reaching the cortex. InDrosophila melanogaster, some early nuclear movements result from pulsed cytoplasmic flows that are coupled to synchronous divisions. Here, we show that the cricketGryllus bimaculatushas a different solution to the problem of creating a blastoderm. We quantified nuclear dynamics during blastoderm formation inG. bimaculatusembryos, finding that: (1) cytoplasmic flows are unimportant for nuclear movement, and (2) division cycles, nuclear speeds, and the directions of nuclear movement are not synchronized, instead being heterogeneous in space and time. Moreover, nuclear divisions and movements co-vary with local nuclear density. We show that several previously proposed models for nuclear movements inD. melanogastercannot explain the dynamics ofG. bimaculatusnuclei. We introduce a geometric model based on asymmetric pulling forces on nuclei, which recapitulates the patterns of nuclear speeds and orientations of both unperturbedG. bimaculatusembryos, and of embryos physically manipulated to have atypical nuclear densities. 

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3. Weaving Privacy and Power: On the Privacy Practices of Labor Organizers in the U.S. Technology Industry

   SAYASH KAPOOR, MATTHEW SUN (May 2022, Computer supported cooperative work CSCW)

   We investigate the privacy practices of labor organizers in the computing technology industry and explore the changes in these practices as a response to remote work. Our study is situated at the intersection of two pivotal shifts in workplace dynamics: (a) the increase in online workplace communications due to remote work, and (b) the resurgence of the labor movement and an increase in collective action in workplaces— especially in the tech industry, where this phenomenon has been dubbed the tech worker movement. The shift of work-related communications to online digital platforms in response to an increase in remote work is creating new opportunities for and risks to the privacy of workers. These risks are especially significant for organizers of collective action, with several well-publicized instances of retaliation against labor organizers by companies. Through a series of qualitative interviews with 29 tech workers involved in collective action, we investigate how labor organizers assess and mitigate risks to privacy while engaging in these actions. Among the most common risks that organizers experienced are retaliation from their employer, lateral worker conflict, emotional burnout, and the possibility of information about the collective effort leaking to management. Depending on the nature and source of the risk, organizers use a blend of digital security practices and community-based mechanisms. We find that digital security practices are more relevant when the threat comes from management, while community management and moderation are central to protecting organizers from lateral worker conflict. Since labor organizing is a collective rather than individual project, individual privacy and collective privacy are intertwined, sometimes in conflict and often mutually constitutive. Notions of privacy that solely center individuals are often incompatible with the needs of organizers, who noted that safety in numbers could only be achieved when workers presented a united front to management. Based on our interviews, we identify key topics for future research, such as the growing prevalence of surveillance software and the needs of international and gig worker organizers. We conclude with design recommendations that can help create safer, more secure and more private tools to better address the risks that organizers face. 

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4. Weaving Privacy and Power: On the Privacy Practices of Labor Organizers in the U.S. Technology Industry

   https://doi.org/10.1145/3555574  

   Kapoor, Sayash; Sun, Matthew; Wang, Mona; Jazwinska, Klaudia; Watkins, Elizabeth Anne (November 2022, Proceedings of the ACM on Human-Computer Interaction)

   We investigate the privacy practices of labor organizers in the computing technology industry and explore the changes in these practices as a response to remote work. Our study is situated at the intersection of two pivotal shifts in workplace dynamics: (a) the increase in online workplace communications due to remote work, and (b) the resurgence of the labor movement and an increase in collective action in workplaces-especially in the tech industry, where this phenomenon has been dubbed the tech worker movement. The shift of work-related communications to online digital platforms in response to an increase in remote work is creating new opportunities for and risks to the privacy of workers. These risks are especially significant for organizers of collective action, with several well-publicized instances of retaliation against labor organizers by companies. Through a series of qualitative interviews with 29 tech workers involved in collective action, we investigate how labor organizers assess and mitigate risks to privacy while engaging in these actions. Among the most common risks that organizers experienced are retaliation from their employer, lateral worker conflict, emotional burnout, and the possibility of information about the collective effort leaking to management. Depending on the nature and source of the risk, organizers use a blend of digital security practices and community-based mechanisms. We find that digital security practices are more relevant when the threat comes from management, while community management and moderation are central to protecting organizers from lateral worker conflict. Since labor organizing is a collective rather than individual project, individual privacy and collective privacy are intertwined, sometimes in conflict and often mutually constitutive. Notions of privacy that solely center individuals are often incompatible with the needs of organizers, who noted that safety in numbers could only be achieved when workers presented a united front to management. Based on our interviews, we identify key topics for future research, such as the growing prevalence of surveillance software and the needs of international and gig worker organizers.We conclude with design recommendations that can help create safer, more secure and more private tools to better address the risks that organizers face. 

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5. The Centrality of Black Identity for Black Students in Engineering

   Mobley, Catherine; Brawner, Catherine E.; Brent, Rebecca; Orr, Marisa K. (January 2021, Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)

   Introduction and Theoretical Frameworks Our study draws upon several theoretical foundations to investigate and explain the educational experiences of Black students majoring in ME, CpE, and EE: intersectionality, critical race theory, and community cultural wealth theory. Intersectionality explains how gender operates together with race, not independently, to produce multiple, overlapping forms of discrimination and social inequality (Crenshaw, 1989; Collins, 2013). Critical race theory recognizes the unique experiences of marginalized groups and strives to identify the micro- and macro-institutional sources of discrimination and prejudice (Delgado & Stefancic, 2001). Community cultural wealth integrates an asset-based perspective to our analysis of engineering education to assist in the identification of factors that contribute to the success of engineering students (Yosso, 2005). These three theoretical frameworks are buttressed by our use of Racial Identity Theory, which expands understanding about the significance and meaning associated with students’ sense of group membership. Sellers and colleagues (1997) introduced the Multidimensional Model of Racial Identity (MMRI), in which they indicated that racial identity refers to the “significance and meaning that African Americans place on race in defining themselves” (p. 19). The development of this model was based on the reality that individuals vary greatly in the extent to which they attach meaning to being a member of the Black racial group. Sellers et al. (1997) posited that there are four components of racial identity: 1. Racial salience: “the extent to which one’s race is a relevant part of one’s self-concept at a particular moment or in a particular situation” (p. 24). 2. Racial centrality: “the extent to which a person normatively defines himself or herself with regard to race” (p. 25). 3. Racial regard: “a person’s affective or evaluative judgment of his or her race in terms of positive-negative valence” (p. 26). This element consists of public regard and private regard. 4. Racial ideology: “composed of the individual’s beliefs, opinions and attitudes with respect to the way he or she feels that the members of the race should act” (p. 27). The resulting 56-item inventory, the Multidimensional Inventory of Black Identity (MIBI), provides a robust measure of Black identity that can be used across multiple contexts. Research Questions Our 3-year, mixed-method study of Black students in computer (CpE), electrical (EE) and mechanical engineering (ME) aims to identify institutional policies and practices that contribute to the retention and attrition of Black students in electrical, computer, and mechanical engineering. Our four study institutions include historically Black institutions as well as predominantly white institutions, all of which are in the top 15 nationally in the number of Black engineering graduates. We are using a transformative mixed-methods design to answer the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Methods This study of Black students in CpE, EE, and ME reports initial results from in-depth interviews at one HBCU and one PWI. We asked students about a variety of topics, including their sense of belonging on campus and in the major, experiences with discrimination, the impact of race on their experiences, and experiences with microaggressions. For this paper, we draw on two methodological approaches that allowed us to move beyond a traditional, linear approach to in-depth interviews, allowing for more diverse experiences and narratives to emerge. First, we used an identity circle to gain a better understanding of the relative importance to the participants of racial identity, as compared to other identities. The identity circle is a series of three concentric circles, surrounding an “inner core” representing one’s “core self.” Participants were asked to place various identities from a provided list that included demographic, family-related, and school-related identities on the identity circle to reflect the relative importance of the different identities to participants’ current engineering education experiences. Second, participants were asked to complete an 8-item survey which measured the “centrality” of racial identity as defined by Sellers et al. (1997). Following Enders’ (2018) reflection on the MMRI and Nigrescence Theory, we chose to use the measure of racial centrality as it is generally more stable across situations and best “describes the place race holds in the hierarchy of identities an individual possesses and answers the question ‘How important is race to me in my life?’” (p. 518). Participants completed the MIBI items at the end of the interview to allow us to learn more about the participants’ identification with their racial group, to avoid biasing their responses to the Identity Circle, and to avoid potentially creating a stereotype threat at the beginning of the interview. This paper focuses on the results of the MIBI survey and the identity circles to investigate whether these measures were correlated. Recognizing that Blackness (race) is not monolithic, we were interested in knowing the extent to which the participants considered their Black identity as central to their engineering education experiences. Combined with discussion about the identity circles, this approach allowed us to learn more about how other elements of identity may shape the participants’ educational experiences and outcomes and revealed possible differences in how participants may enact various points of their identity. Findings For this paper, we focus on the results for five HBCU students and 27 PWI students who completed the MIBI and identity circle. The overall MIBI average for HBCU students was 43 (out of a possible 56) and the overall MIBI scores ranged from 36-51; the overall MIBI average for the PWI students was 40; the overall MIBI scores for the PWI students ranged from 24-51. Twenty-one students placed race in the inner circle, indicating that race was central to their identity. Five placed race on the second, middle circle; three placed race on the third, outer circle. Three students did not place race on their identity circle. For our cross-case qualitative analysis, we will choose cases across the two institutions that represent low, medium and high MIBI scores and different ranges of centrality of race to identity, as expressed in the identity circles. Our final analysis will include descriptive quotes from these in-depth interviews to further elucidate the significance of race to the participants’ identities and engineering education experiences. The results will provide context for our larger study of a total of 60 Black students in engineering at our four study institutions. Theoretically, our study represents a new application of Racial Identity Theory and will provide a unique opportunity to apply the theories of intersectionality, critical race theory, and community cultural wealth theory. Methodologically, our findings provide insights into the utility of combining our two qualitative research tools, the MIBI centrality scale and the identity circle, to better understand the influence of race on the education experiences of Black students in engineering. 

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