Building Cultural Heritage Reference Collections from Social Media through Pooling Strategies: The Case of 2020’s Tensions Over Race and Heritage

Social networks constitute a valuable source for documenting heritage constitution processes or obtaining a real-time snapshot of a cultural heritage research topic. Many heritage researchers use social networks as a social thermometer to study these processes, creating, for this purpose, collections that constitute born-digital archives potentially reusable, searchable, and of interest to other researchers or citizens. However, retrieval and archiving techniques used in social networks within heritage studies are still semi-manual, being a time-consuming task and hindering the reproducibility, evaluation, and open-up of the collections created. By combining Information Retrieval strategies with emerging archival techniques, some of these weaknesses can be left behind. Specifically, pooling is a well-known Information Retrieval method to extract a sample of documents from an entire document set (posts in case of social network’s information), obtaining the most complete and unbiased set of relevant documents on a given topic. Using this approach, researchers could create a reference collection while avoiding annotating the entire corpus of documents or posts retrieved. This is especially useful in social media due to the large number of topics treated by the same user or in the same thread or post. We present a platform for applying pooling strategies combined with expert judgment to create cultural heritage reference collections from social networks in a customisable, reproducible, documented, and shareable way. The platform is validated by building a reference collection from a social network about the recent attacks on patrimonial entities motivated by anti-racist protests. This reference collection and the results obtained from its preliminary study are available for use. This real application has allowed us to validate the platform and the pooling strategies for creating reference collections in heritage studies from social networks.

On the last paper of Warren B. Hamilton

ABSTRACT When Warren Hamilton passed away in October 2018, he left behind the manuscript for a synthesis paper that was published in Earth-Science Reviews in 2019: “Toward a myth-free geodynamic history of Earth and its neighbors.” Integrating hundreds of detailed studies across four worlds and billions of years, the paper’s outlook is heterodox, presenting alternatives to conventional wisdom in every paragraph for almost 50 pages. During the last years of his life, Hamilton had worked steadily on this paper, which he viewed as the culmination of his long career. This chapter tells the story of how Hamilton wrote his last paper, summarizes a few of the many ideas it contains, and describes how, with help from his colleagues, the paper was posthumously completed and published.

The Relationship Between Social Support And Social Withdrawal Of Left-Behind Adolescents: A Chain Mediating Model

Background: Nowadays, as more and more Chinese farmers in rural area went to city for work, they left their kids at home. These kids were left-behind adolescents and they developed without their parental accompany. The family function of left-behind adolescents was deficient, which may result in their social withdrawal in social situations. Therefore, in this study, in order to improve left-behind adolescents’ psychological and behavior problems, we aimed to investigate their level of social withdrawal and its impact factors. Method: There were 339 left-behind adolescents and 289 non-left-behind adolescents recruited from a Chinese junior high school. Their social withdrawal, social support, relative deprivation, and resilience were measured through questionnaires. Results: The results showed that compared with non-left-behind adolescents, left-behind adolescents had lower social support and resilience, but their social withdrawal and relative deprivation were higher; besides, left-behind adolescents’ social support negatively predicted social withdrawal, while relative deprivation and resilience played a chain mediating role between them. Conclusion: This study found that compared with none-left-behind adolescents, left-behind adolescents had difficulty in social adaptation. However, there was a “context-process-outcome” model in which social support negatively predicted social withdrawal, while relative deprivation and resilience played a chain mediating role between them. In sum, this study provided suggestions to promote the mental health and social behavioral development of left-behind adolescents.

Transnational Parenthood and Migrant Subjective Well-Being in Italy

Transnational parents are migrant mothers and fathers who have at least one child left behind in the home country. Despite their non-negligible prevalence in many destination countries, scarcity of data on the topic has caused a lack of attention to this phenomenon in both policy and scholarship. In particular, little is known about how the interplay between migration and family relations at a distance affects the individual well-being of both migrant parents and their left-behind children, especially in a European context. This article evaluates the subjective well-being of migrant couples currently residing in Italy who have children left behind, compared with childless migrants and with migrant parents living with their children in Italy. Multivariate logistic regression applied to individual-level data from Istat's Survey on Social condition and integration of foreign citizens, 2011–2012, shows that transnational parents experienced lower levels of self-rated health compared with migrants with different family statuses and that the well-being loss associated with transnational parenthood is strongly gendered. Controlling for individual characteristics, socio-economic conditions, the presence of minor children, and migration background, our analysis demonstrates that men's subjective wellbeing did not vary based on their family status while transnational mothers experienced significantly lower well-being compared with childless migrant women. Our research suggests the need for adopting a transnational approach to migration starting from data gathering, for instance through the design and implementation of multi-sited and retrospective surveys.

Benefits and Challenges of Using Educational Games

In the 21st century, games can potentially be used as serious educational tools. Today's learners are distracted easily, and game-based learning is the silver bullet because it can potentially immerse the students in content and curricula. Not only does game-based learning with its power to engage and motivate users make the course come alive, but it can also provide a platform in critical thinking, creativity, instant feedback, and collaboration. One of the biggest challenges in education is the different learning styles of the students; game-based learning can easily overcome that. Games can be categorized into different genres such as action, adventure, fighting, puzzle, role-playing, simulation, sports, or strategy. Game designers can potentially select the appropriate genre best suited for effective learning. Even with all the advantages of game-based learning, some challenges, such as unwillingness of teachers to change or improper design of educational games, still exist. With students sometimes far ahead in the use of technology, some teachers who are left behind can be intimidated. The conceptual generation gap in this regard is quite wide, and designing, developing, and implementing games in curricula can be expensive. Though some games can be repurposed for education many cannot be repurposed to meet the expectations of the students.