C. Aragon

George Stein, Uros Seljak, Vanessa Bohm et al. · uw

We construct a physically-parameterized probabilistic autoencoder (PAE) to learn the intrinsic diversity of type Ia supernovae (SNe Ia) from a sparse set of spectral time series. The PAE is a two-stage generative model, composed of an Auto-Encoder (AE) which is interpreted probabilistically after training using a Normalizing Flow (NF). We demonstrate that the PAE learns a low-dimensional latent space that captures the nonlinear range of features that exists within the population, and can accurately model the spectral evolution of SNe Ia across the full range of wavelength and observation times directly from the data. By introducing a correlation penalty term and multi-stage training setup alongside our physically-parameterized network we show that intrinsic and extrinsic modes of variability can be separated during training, removing the need for the additional models to perform magnitude standardization. We then use our PAE in a number of downstream tasks on SNe Ia for increasingly precise cosmological analyses, including automatic detection of SN outliers, the generation of samples consistent with the data distribution, and solving the inverse problem in the presence of noisy and incomplete data to constrain cosmological distance measurements. We find that the optimal number of intrinsic model parameters appears to be three, in line with previous studies, and show that we can standardize our test sample of SNe Ia with an RMS of $0.091 \pm 0.010$ mag, which corresponds to $0.074 \pm 0.010$ mag if peculiar velocity contributions are removed. Trained models and codes are released at \href{https://github.com/georgestein/suPAErnova}{github.com/georgestein/suPAErnova}

Felipe González-Pizarro, Andrea Figueroa, Claudia López et al.

While there is increasing global attention to data privacy, most of their current theoretical understanding is based on research conducted in a few countries. Prior work argues that people's cultural backgrounds might shape their privacy concerns; thus, we could expect people from different world regions to conceptualize them in diverse ways. We collected and analyzed a large-scale dataset of tweets about the #CambridgeAnalytica scandal in Spanish and English to start exploring this hypothesis. We employed word embeddings and qualitative analysis to identify which information privacy concerns are present and characterize language and regional differences in emphasis on these concerns. Our results suggest that related concepts, such as regulations, can be added to current information privacy frameworks. We also observe a greater emphasis on data collection in English than in Spanish. Additionally, data from North America exhibits a narrower focus on awareness compared to other regions under study. Our results call for more diverse sources of data and nuanced analysis of data privacy concerns around the globe.

Sarah Evans, Katie Davis, Abigail Evans et al.

From Harry Potter to American Horror Story, fanfiction is extremely popular among young people. Sites such as Fanfiction.net host millions of stories, with thousands more posted each day. Enthusiasts are sharing their writing and reading stories written by others. Exactly how does a generation known more for videogame expertise than long-form writing become so engaged in reading and writing in these communities? Via a nine-month ethnographic investigation of fanfiction communities that included participant observation, interviews, a thematic analysis of 4,500 reader reviews and an in-depth case study of a discussion group, we found that members of fanfiction communities spontaneously mentor each other in open forums, and that this mentoring builds upon previous interactions in a way that is distinct from traditional forms of mentoring and made possible by the affordances of networked publics. This work extends and develops the theory of distributed mentoring. Our findings illustrate how distributed mentoring supports fanfiction authors as they work to develop their writing skills. We believe distributed mentoring holds potential for supporting learning in a variety of formal and informal learning environments.

Nan-Chen Chen, Sarah S. Poon, Lavanya Ramakrishnan et al.

High performance computing (HPC) has driven collaborative science discovery for decades. Exascale computing platforms, currently in the design stage, will be deployed around 2022. The next generation of supercomputers is expected to utilize radically different computational paradigms, necessitating fundamental changes in how the community of scientific users will make the most efficient use of these powerful machines. However, there have been few studies of how scientists work with exascale or close-to-exascale HPC systems. Time as a metaphor is so pervasive in the discussions and valuation of computing within the HPC community that it is worthy of close study. We utilize time as a lens to conduct an ethnographic study of scientists interacting with HPC systems. We build upon recent CSCW work to consider temporal rhythms and collective time within the HPC sociotechnical ecosystem and provide considerations for future system design.

Julie Ann Campbell, Cecilia Aragon, Katie Davis et al.

Young people worldwide are participating in ever-increasing numbers in online fan communities. Far from mere shallow repositories of pop culture, these sites are accumulating significant evidence that sophisticated informal learning is taking place online in novel and unexpected ways. In order to understand and analyze in more detail how learning might be occurring, we conducted an in-depth nine-month ethnographic investigation of online fanfiction communities, including participant observation and fanfiction author interviews. Our observations led to the development of a theory we term distributed mentoring, which we present in detail in this paper. Distributed mentoring exemplifies one instance of how networked technology affords new extensions of behaviors that were previously bounded by time and space. Distributed mentoring holds potential for application beyond the spontaneous mentoring observed in this investigation and may help students receive diverse, thoughtful feedback in formal learning environments as well.