Barriers to Use of Social Media by Emergency Managers
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Social media (SM) are socio-technical systems that have the potential to provide real-time information during crises and thus to help protect lives and property. Yet, US emergency management (EM) agencies do not extensively use them. This mixed-methods study describes the ways SM is used by county-level US emergency managers, barriers to effective SM use, and recommendations to improve use. Exploratory interviews were conducted with US public sector emergency managers to elicit attitudes about SM. This was followed by a survey of over 200 US county level emergency managers. Results show that only about half of agencies use SM at all. About one quarter of agencies with formal policies actually forbid the use of SM. For both disseminating (sending out) and collecting information lack of sufficient staff is the most important barrier. However, lack of guidance/policy documents is the second highest rated barrier to dissemination via SM. Lack of skills and of the training that could improve these skills is also important. For collecting data, trustworthiness and information overload issues are the second and third most important barriers, which points to the need for appropriate software support to deal with these system-related issues. There are few differences associated with agency characteristics. By understanding important barriers, technologists can better meet the needs of emergency managers when designing SM technologies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it