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Are you ready for some scary numbers? After months of Mark Zuckerberg talking about how “Protecting our community is more important than maximizing our profits,” Facebook is preparing to turn that commitment into a Time Well Spent product.

Buried in Facebook’s Android app is an unreleased “Your Time on Facebook” feature. It shows the tally of how much time you spent on the Facebook app on your phone on each of the last seven days, and your average time spent per day. It lets you set a daily reminder that alerts you when you’ve reached your self-imposed limit, plus a shortcut to change your Facebook notification settings.

Facebook confirmed the feature development to TechCrunch, with a spokesperson telling us, “We’re always working on new ways to help make sure people’s time on Facebook is time well spent.”

The feature could help Facebook users stay mindful of how long they’re staring at the social network. This self-policing could be important since both and Android are launching their own screen time monitoring dashboards that reveal which apps are dominating your attention and can alert you or lock you out of apps when you hit your time limit. When Apple demoed the feature at WWDC, it used Facebook as an example of an app you might use too much.

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Our report on Instagram Usage Insights led the sub-company’s CEO Kevin Systrom to confirm the upcoming feature, saying “It’s true . . .We’re building tools that will help the IG community know more about the time they spend on Instagram – any time should be positive and intentional . . .Understanding how time online impacts people is important, and it’s the responsibility of all companies to be honest about this. We want to be part of the solution. I take that responsibility seriously.”

Facebook has already made changes to its News Feed algorithm designed to reduce the presence of low-quality but eye-catching viral videos. That led to Facebook’s first-ever usage decline in North America in Q4 2017, with a loss of 700,000 daily active users in the region. Zuckerberg said on an earnings call that this change “reduced time spent onFacebookby roughly 50 million hours every day.”

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its asocial, zombie-like passive browsing and video watching that’s harmful to people’s wellbeing, while active sharing, commenting and chatting can make users feel more connected and supported.

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Home // Science Directorate // About the APA Science Directorate // Oscar de la Renta Python Crossover Sandals w/ Tags cheap from china 3tRlJj4
// Determining and negotiating authorship
Psychological Science Agenda | June 2015

From the Science Student Council

Frequent communication and a dynamic approach can help minimize disagreements.

Why authorship matters to you

For scientifically minded graduate students, conducting research and publishing is indispensable for both professional development and career advancement. By engaging in this process, you acquire new expertise, develop collaborations and advance the body of work in your research area. Authorship is the primary way to recognize your contributions and those of other individuals who are involved in a research project.

Negotiating authorship as a dynamic process

As a graduate student, it might at first feel daunting to discuss the roles you would like or expect and your place as a contributing author in a project. However, this step should be approached as a learning opportunity that will contribute to your professional identity as a researcher and scholar. Advisers will usually be happy to discuss authorship and will consider such discussions to be an important aspect of the mentor-mentee relationship.

Negotiating authorship is a key aspect of conducting your collaborative research. It is important to discuss authorship throughout the entire course of a project, making negotiating authorship a dynamic exchange. Discussion of authorship order should ideally begin at the start of a research project, and involve a purposeful dialogue concerning your and your collaborators’ expected contributions to the project. Authorship negotiation checklists, worksheets or agreement forms, such as those listed below, can be used to inform this endeavor.

Additionally, because psychological research has become increasingly interdisciplinary, it is important to acknowledge that other fields may have different authorship cultures (e.g., the lead researcher could be either the first or last author). Therefore, beginning authorship discussions early in the project will help ensure that all the contributors’ expectations are aligned.

It is helpful for everyone to recognize that initial authorship and authorship order can change throughout the development of the project in order to better reflect the actual contributions of all investigators. There are numerous reasons for changing authorship, many of which may be situation-specific. Changes should be decided upon mutually after consideration of each individual’s perspective and review of each individual’s contributions.

For example, authors could be added if a project has expanded beyond the original scope or if the added author can contribute knowledge or expertise that is required by the project. On the other hand, a contributor may be removed as an author if the individual did not assist the project as initially agreed on, or if a contributor relocated or graduated and was subsequently unable to actively participate in the research.

Moreover, authorship order may be revised if the individuals’ actual contributions differ significantly from those expected at the beginning of the project. This situation could occur if an author accepts increased responsibility or delegates some of their responsibility to other authors. Open and fluid communication in this process is key to developing a respectful and professional research environment.

Disagreements over allocating authorship

Because authorship negotiation is often an ongoing discussion, efforts can be made throughout a project to minimize the opportunity for disagreements to develop, as well as to detect and collaboratively resolve disagreements before they escalate. Discussing authorship at regular intervals or at major milestones in the project can help minimize the potential for the development of a disagreement later on in the project.

Situations may nonetheless occur throughout this process that can lead to misunderstandings or authorship disputes. When they occur, those who have contributed to the project should first discuss the disagreements, possibly with the aid of contracts or scorecards such as those listed above. All individuals involved in the project should take part in these discussions in an open and professional manner. Be prepared to thoroughly explain your contributions as well as to consider the perspectives of your collaborators. Some collaborators may be unaware of the actual involvement of other members of the research team, especially when projects are being conducted at multiple institutions or are longitudinal.

As a graduate student, you might also find it helpful to consult with faculty members or advanced graduate students who are not affiliated with the project in order to gain an objective perspective and obtain suggestions on how to address a situation. If concerns cannot be resolved through these means, it may be necessary to directly consult your university’s handbook in order to familiarize yourself with the steps for formal recourse. For example, those steps may include discussing the situation with your program or department chair, who could serve as an arbitrator or could provide further guidance on how to continue with the negotiations.

Here are some additional resources for negotiating authorship:

Allison Gaffey is the biopsychology representative to the APA Science Student Council. She is a clinical psychology graduate student at the University of Notre Dame.

The views expressed in this article are those of the author and do not reflect the opinions or policies of APA.

Fine, M. A. Kurdek, L. A. (1993). Reflections on determining authorship credit and authorship order on faculty-student collaborations. (11), 1141-1147.

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By Gavin Oliver July 5, 2018 7:47 am ET

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By: Gavin Oliver | July 5, 2018 7:47 am ET

Washington (D.C.) St. John’s College High School five-star defender Mekhail Sherman narrowed down his list of nearly 30 scholarship offers this past Sunday when he announced his top 10 schools.

Clemson made the cut for the elite class of 2020 prospect, as did Alabama, Georgia, South Carolina, Auburn, Notre Dame, Penn State, Ohio State, Oklahoma and Michigan.

The Clemson Insider caught up with Sherman, who explained why he included the Tigers in his top group.

“They are included because they’re known for their front seven and their D-line especially to be headhunters, and that fits my style completely,” Sherman said. “Also they have the academics to support me as well.”

Sherman (6-3, 235) is ranked by Rivals as a top-10 prospect in the 2020 class regardless of position.

He received an offer from Clemson in May and said the Tigers are recruiting him as a hybrid outside linebacker/defensive end.

“I would be placed in position due to player personnel, such as a front change or what not,” he said.

Sherman has stayed in touch with Clemson cornerbacks coach Mike Reed, his area recruiter, since the Tigers offered.

“We mainly talk about the campus and when I’m going to visit,” Sherman said, “and sometimes we stray away from football and hit the family.”

Sherman is circling Saturday, Oct. 20 as a potential Clemson visit date.

“Maybe during the fall when they play NC State, but nothing is set in stone,” he said when asked about visiting Clemson.

Sherman is looking to make his commitment decision around this time next year, when he will be a rising senior.

He will consider several factors heavily as he evaluates his college options between now and then.

“Academics, defensive scheme, their plan for me, the lifestyle of the campus for athletes and non-athletes, and so forth,” Sherman said of the criteria for his decision.

Rivals ranks Sherman as the No. 1 prospect in D.C., No. 2 outside linebacker and No. 8 overall prospect for the 2020 class.

Sherman recorded 51 tackles, 18 tackles for loss, seven sacks, two pass breakups and an interception last season en route to MaxPreps Sophomore All-American honors.

Clemson has also offered Sherman’s teammate at St. John’s College High, 2020 four-star cornerback Luke Hill.

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