Dataset Information

Gangbangin on the [Face]Book: Understanding Online Interactions of Chicago Latina/o Gangs.

ABSTRACT:

Objectives

This study examines gang group processes on the digital street to understand if gang processes in the online environment mimic those on geographic street corners. Specifically, this paper examines what conditions influence whether gangs interact negatively or positively in online spaces and how online interactions relate to geographic proximity of gangs.

Methods

This study uses digital trace data web scraped from a public Facebook about Chicago Latina/o gangs combined with geographic locations of gang territories. Negative binomial regression models are used to investigate the conditions under which gangs interact with one another.

Results

This study finds that interactions among gangs are conditional on the type of post displayed and negative gang interactions in online spaces are moderately correlated with geographic proximity.

Conclusions

The tendency to show identification with the gang group or hostility to rival groups is not always evident. Rather, interactions are contextualized in the situation of the online environment. In addition, in our sample geographic proximity is not a primary condition of gang interactions. The digital street enables gang members to interact with other gangs in faraway locales and individuals in close geographic proximity. We find gang members take the opportunity to interact with both groups.

SUBMITTER: Leverso J

PROVIDER: S-EPMC8356630 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:IntroductionOnline teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated.MethodsAn international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event.Results553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to "articulation" were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups.DiscussionOnline teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.