The Relative Informativeness of Regular and E-Mini Euro/Dollar Futures Contracts and the Role of Trader Types

This paper examines the relative contribution of regular and e-mini futures market to price discovery of EUR/USD futures contracts on the Chicago Mercantile Exchange (CME), using intraday data in 2010.The relative contribution to price discovery is estimated using the information share approach proposed by Hasbrouck and Gonzalo-Granger. Empirical findings indicate that regular futures market contributes significantly to the price discovery, accounting for approximately 66.5% of price discovery in the EURO/USD market. This study also examines if the regular future’s information share (IS) can be explained by the positioning of commercial and non-commercial traders. We find a positive significant relationship between IS and both the speculative trade position and hedgers trade position. The results support the conclusion that the IS of regular futures can be better explained by speculators than hedgers.

Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

Social media have been increasingly used by youth to communicate with peers, access information, share creations, and express themselves. As a result, educators and researchers have recognized the potential for using social media to enhance teaching and learning experiences. Some scholars have also identified a relationship between social media integration and promoting student creativity. However, as with any educational technology, using a tool, such as social media, does not automatically increase creativity. In other words, the specific methods used to integrate social media as part of a learning experience affect the tool’s influence on the learning process. Therefore, the purpose of this study was to review literature considering the use of social media in formal learning environments and examine their relationship with enhancing student creativity. We conducted a search to locate empirical studies (qualitative, quantitative, or mixed method) published between 2010 and 2020 from the Academic Search Premier, Education Full Text, Education Source, ERIC, and PsychINFO databases. In the results, we describe how social media were used for instructional purposes in the selected studies and discuss the social media affordances that lead to fostering students’ creativity. Additionally, we provide recommendations for educators interested in integrating social media into their teaching practice, specifically to boost student creativity, and we offer suggestions for future research.

Social Media for Informal Learning: a Case of #Twitterstorians

Open, online environments like social media are now a mainstay of life-long informal learning. Social media like Twitter help people gather information, share resources, and discuss with other participant-learners with similar interests. This paper seeks to test and validate the ‘learning in the wild’ coding schema in the context of discussions on Twitter, an approach first developed for studying learning communities on Reddit. The schema considers how participant-learners are leveraging social media to facilitate self-directed informal learning practices, exploratory dialogue, and communicative exchanges. We apply the coding schema on a sample of tweets (n=594) from the History Twittersphere community (#Twitterstorians) to provide a more nuanced understanding of the different kinds of discursive practices, resource exchanges, and ideas being shared and communicated outside traditional classroom settings.

Social Media for Informal Learning: a Case of #Twitterstorians

Open, online environments like social media are now a mainstay of life-long informal learning. Social media like Twitter help people gather information, share resources, and discuss with other participant-learners with similar interests. This paper seeks to test and validate the ‘learning in the wild’ coding schema in the context of discussions on Twitter, an approach first developed for studying learning communities on Reddit. The schema considers how participant-learners are leveraging social media to facilitate self-directed informal learning practices, exploratory dialogue, and communicative exchanges. We apply the coding schema on a sample of tweets (n=594) from the History Twittersphere community (#Twitterstorians) to provide a more nuanced understanding of the different kinds of discursive practices, resource exchanges, and ideas being shared and communicated outside traditional classroom settings.

P613 Social Media Analytics for Inflammatory Bowel Disease – What Are We Missing?

Background Increasingly, Inflammatory Bowel Disease (IBD) patients are using social media to disseminate information, share experiences and address queries. Gastroenterologists can play an important role in IBD care by better understanding trends in patients’ perception of their disease. This study aimed to identify trending topics and misconceptions of disease for early targeted education based off patients’ interactions and activity on social media. Methods Utilising an established social media analytics program, we extracted social media posts relating to IBD over a 30-day period between 11/05/2020 and 10/06/2020. The most common hashtags and frequently used words were retrieved from these posts, analysed and qualitatively coded. Additional analysis was performed to evaluate user mentions for specific key words identified from the ECCO consensus for Complementary and Alternative Medicine (CAM) and psychotherapy. Results 22,375 social media posts were reviewed. Twitter was the most common platform with 12,977 posts (58%). Most posts originated from North America and Europe (81%). Amongst common hashtags and words, patients most frequently referenced community groups (n=8094) for example “#crohnswarrior”, followed by terms related to treatment (n=3256), and lifestyle (n=2446). Symptom-related terms were less frequently referenced (n=2031). Of mentions relating to diet and nutrition, ‘gluten free’ was mentioned most frequently (466/2911, 16.0%), followed by ‘vegan’ (374/2911, 12.8%), and ‘plant based’ (342/2911, 11.7%). There was a temporal association with these posts which was demonstrated by hashtags (n=1397) and mentions (n=485) referencing ‘World IBD Day’ which occurred on the 19th of May as well as hashtags (n=391) and mentions (n=1475) referencing the COVID 19 pandemic. Analysis of CAM mentions highlighted patients’ interest in “exercise” as a manipulative and body-based intervention (2015/2088, 96.5%), “cannabinoids” as a herbal and dietary intervention (816/2144, 38.1%) and “yoga” as a mind-body intervention (175/415, 42.2%). 3435 mentions were generated from our psychological key word search. These included terms such as fatigue (28.2%), anxiety (20.1%), depression (13.8%) and suicide (2.2%). Conclusion Our study identified areas where patients’ needs, concerns and queries may be unmet by current clinical practices. Further development of our analytical model can aid gastroenterologists in bridging this gap and providing more holistic patient care.

Asking and Telling in Conversation

The work contains nine published conversation analytic articles by Anita Pomerantz on asking and telling practices. Each paper explicates complexities involved when people ask or tell something. Asking and telling practices are used to exchange information, share evaluative reactions, offer compliments, and make accusations. The ways in which participants perform the actions reflect how they orient to those actions and to the matter asked about or reported. The timing of asking or telling within a sequence of actions and/or interactional project bears on how the talk and action are formed and understood. Implicit and explicit knowledge claims and expectations are foundational to asking and telling activities. Assumptions are associated with participants’ directly and indirectly seeking or providing information. Reporting or asking about praiseworthy or blameworthy matters implicates an attribution of responsibility. Moral orientations influence asking and telling activities. The conversation analytic papers included in this work range from Pomerantz’s earliest research on preference organization to her more recent work on asking and telling. For each article, there is a lead-in that identifies the research interests that drove the analysis and a commentary that provides her current sense of the analysis. The introductory and concluding chapters discuss the complexities of asking and telling in the light of the articles’ findings, and they illuminate the links the papers have to one another. Pomerantz shares her views about the program of conversation analytic research, a view that is reflected both in the studies and in her commentaries.

An examination of the barriers to and benefits from collaborative couple contraceptive use in Rwanda

Background Supportive male involvement is strongly correlated with contraceptive use. In Rwanda, where the contraceptive prevalence rate among married women increased from 17 to 52% from 2005 to 2010, and stagnated at 53% in 2015, understanding the role of male partners in collaborative couple contraceptive use can help inform programs designed to further increase the use of contraception in Rwanda. Methods This study utilized qualitative methods in 2018, specifically 32 in-depth interviewers with mostly current users of modern contraceptive methods and eight focus group discussions with family planning providers—both family planning nurses and community health workers (CHWs). Respondents were from Musanze and Nyamasheke Districts, the districts with the highest and lowest modern contraceptive use, respectively, to explore the role of couple collaboration in family planning use in Rwanda. Data were analyzed using the thematic content approach in Atlas.ti (8). Results Findings demonstrate that some men are opposed to use of male methods of contraception, and some are opposed to any contraceptive use, which can lead to covert use. Women and providers prefer collaborative couple contraceptive use—as a result, providers advocate for and encourage male partner participation in contraceptive use. Women are most often burdened with seeking out information, initiating discussions, and sharing information discovered about contraceptive use with partners. Decision-making about contraceptive use, once discussed, can be collaborative and motivated by financial considerations. When couple contraceptive use is collaborative, benefits range from marital harmony to husband’s support of sustained use through reminders about appointments, joint counseling, and support in managing side effects. Conclusion Family planning providers at the community and clinic levels encourage collaborative contraceptive use among couples and some Rwandan couples communicate well about family planning use. Despite the positives, women are expected to source family planning information, share that information with their male partners, seek out family planning services, and use family planning. If more Rwandan male partners accepted use, used male methods of contraception, and participated even more in the work it takes to use family planning, the potential for sustained, and even enhanced, contraceptive use in Rwanda could be realized.

Social Networks through the Prism of Cognition

Human relations are driven by social events—people interact, exchange information, share knowledge and emotions, and gather news from mass media. These events leave traces in human memory, the strength of which depends on cognitive factors such as emotions or attention span. Each trace continuously weakens over time unless another related event activity strengthens it. Here, we introduce a novel cognition-driven social network (CogSNet) model that accounts for cognitive aspects of social perception. The model explicitly represents each social interaction as a trace in human memory with its corresponding dynamics. The strength of the trace is the only measure of the influence that the interactions had on a person. For validation, we apply our model to NetSense data on social interactions among university students. The results show that CogSNet significantly improves the quality of modeling of human interactions in social networks.