Demystifying Social Bots: On the Intelligence of Automated Social Media Actors

Recently, social bots, (semi-) automatized accounts in social media, gained global attention in the context of public opinion manipulation. Dystopian scenarios like the malicious amplification of topics, the spreading of disinformation, and the manipulation of elections through “opinion machines” created headlines around the globe. As a consequence, much research effort has been put into the classification and detection of social bots. Yet, it is still unclear how easy an average online media user can purchase social bots, which platforms they target, where they originate from, and how sophisticated these bots are. This work provides a much needed new perspective on these questions. By providing insights into the markets of social bots in the clearnet and darknet as well as an exhaustive analysis of freely available software tools for automation during the last decade, we shed light on the availability and capabilities of automated profiles in social media platforms. Our results confirm the increasing importance of social bot technology but also uncover an as yet unknown discrepancy of theoretical and practically achieved artificial intelligence in social bots: while literature reports on a high degree of intelligence for chat bots and assumes the same for social bots, the observed degree of intelligence in social bot implementations is limited. In fact, the overwhelming majority of available services and software are of supportive nature and merely provide modules of automation instead of fully fledged “intelligent” social bots.

Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach

In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.

Structural, Spectroscopic, and Chemical Bonding Analysis of Zn(II) Complex [Zn(sal)](H2O): Combined Experimental and Theoretical (NBO, QTAIM, and ELF) Investigation

The Zn(II) complex of salen-like scaffold [Zn(sal)](H2O) was synthesized and characterized by elemental analysis, IR, UV–Vis, and 1H-NMR spectroscopic techniques. The structure of complex was confirmed by single crystal X-ray diffraction studies. In the complex, Zn (II) was placed in the inner N2O2 compartment of the salen scaffold in square planar geometry and crystallized in the monoclinic space group P21/n. DFT and TDDFT calculations were performed to reproduce the experimentally observed structural and spectroscopic (IR and UV–vis) findings. The bonding of the Zn(II) framework in the [Zn(sal)](H2O) complex was explored in depth. The theoretical approaches employed were perturbation theory within the context of the natural bond orbital (NBO) framework, and quantum theory of atoms in molecule (QTAIM) and electron localization function (ELF) analysis. The study begins by delineating the difference between the NBO and QTAIM approaches. This paper thus exhibits the supportive nature of NBO theory and QTAIM in discussion of the bonding in the [Zn(sal)](H2O) complex, when both the methodologies are used in combination.

Exploring Basic Psychological Needs in a Language Learning Center. Part 2: The Autonomy-Supportive Nature and Limitations of a SALC

Basic Psychological Needs Theory (BPNT) is one of several mini theories within Self-Determination Theory, a framework developed by Deci and Ryan’s (1985) to study human motivation. As part of a larger, on-going project, the three main components of BPNT, autonomy, relatedness and competence, are used as points of evaluation to determine the autonomy-supportiveness of a Japanese self-access learning center (SALC). Based on the analysis of 107 interviews, we will highlight how the SALC is structured to be an autonomy-supportive environment. Additionally, we will provide insight into the importance of relatedness to the learners of our SALC and explore the contractions between their desire to communicate in English and their reluctance to actualize their desires. Based on these findings, future interventions will be discussed to outline actions the SALC can take in order to further develop the autonomy-supportive nature of the self-access environment.

Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community

This paper describes a participatory online culture – Connected Learning Massive Open Online Collaboration (CLMOOC) – and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee’s concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting.

Social justice in the mathematics classroom

Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding, resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.

KRISIS EKONOMI, DAYA TAHAN PENDUDUK, DAN SOCIAL SECURITY: KASUS JATINOM DI JAWA TENGAH

The economic crisis that has been going on since 1997 has had different consequences in various areas. These differences have also provoked a series of discussions about whether or not there is indeed any impact from this crisis, or how far of this impact can be observed. By looking at the case of Jatinom, this study indicates that a community that does not suffer the impact of the crisis is mainly because of the supportive nature of the local resources. This includes the elastic nature of the agricultural sector and self-reliance of the community, which is manifested through a series of strategies that have been historically developed. The communal perception and reaction of Jatinom community towards the crisis is indeed a reflection of their elastic- optimistic attitude. They never portray an attitude of just being on the receiving side. They are instead preoccupied with productive economic activities, which are based on calculative considerations. This paper also emphasizes that the crisis should actually be looked at from a historical perspective in order to have a more detailed and contextual understanding about the impact of the crisis.

A Theoretical Method of Measuring Virtual Community Health and the Health of their Operating Environment in a Business Setting

This chapter discusses how virtual communities are associated with business and describes how the communities support the overall business effort. The chapter then examines the ways that the execution of certain business processes – such as the ‘lessons learned process’ – can have a strong supporting role in maintaining the health of virtual communities. Quantitatively measuring key aspects of these business processes provides a strong indication of the health of virtual communities that are linked to the process. The chapter introduces a measurement by objectives system, describes how it can be used to assess the health of virtual communities and how this can be extrapolated to assess the supportive nature of the overall business environment the communities are operating in.

Perceptions of Empowerment of Participants within Youth Development Programs

Highlighted in this paper is a study designed to investigate perceptions of empowerment among young 4-H club members. Participants included 90 boys and girls (mean age 10.61). Perceptions of the autonomy supportive nature of 4-H leaders and the general climate of 4-H clubs were assessed. MANCOVA analyses revealed participants perceived 4-H leaders and the general climate to be empowering. Although the young participants in this study confirmed some of the positive views found elsewhere in the literature, considerable disparities in their responses to various surveys were noted. There appeared to be uncertainty or misunderstanding among youngsters when asked to respond to questions about these concepts. The need for more useful quantitative measures of programmatic impact was accentuated.

Developmentally-Responsive Relationships During After School

Research has shown that afterschool programs are effective in improving academic performance, helping children develop better work habits and social skills, reducing the likelihood of at-risk behaviors, and decreasing school-based crime. Many agree that such results would not be prominent if it weren’t for the supportive nature of children’s relationships with staff. This manuscript presents a theoretical understanding of the connection between relationships and human growth and development. Observations of outstanding youth workers will show how relationships are used to leverage the development of young people. The author also provides a model of adult-as-community-builder that elaborates the specific methods by which youth workers create what is being called here, developmentally-responsive relationships. The manuscript ends with suggestions for enhancing the vitality of adult-youth connections and supporting the growth of youth professionals.