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Daniel A. McFarland

Researcher at Stanford University

Publications -  76
Citations -  5112

Daniel A. McFarland is an academic researcher from Stanford University. The author has contributed to research in topics: Computer science & Topic model. The author has an hindex of 33, co-authored 65 publications receiving 4122 citations. Previous affiliations of Daniel A. McFarland include National Science Foundation.

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Bowling Young: How Youth Voluntary Associations Influence Adult Political Participation

TL;DR: This paper found that general involvement in extracurricular activities is important, but that involvement in youth voluntary associations concerning community service, representation, speaking in public forums, and generating a communal identity most encourage future political participation.
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The Diversity-Innovation Paradox in Science

TL;DR: This paper used text analysis and machine learning to answer a series of questions: How do we detect scientific innovations? Are underrepresented groups more likely to generate scientific innovations, and are the innovations of under-represented groups adopted and rewarded?
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Dynamic Network Visualization.

TL;DR: The authors divide network movies into static flip books, where node position remains constant but edges cumulate over time, and dynamic movies, where nodes move as a function of changes in relations.
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Ties That Last: Tie Formation and Persistence in Research Collaborations over Time

TL;DR: Using a longitudinal dataset of research collaborations over 15 years at Stanford University, the authors built a theory of intraorganizational task relationships that distinguishes the different factors as different factors in different tasks.
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Student Resistance: How the Formal and Informal Organization of Classrooms Facilitate Everyday Forms of Student Defiance1

TL;DR: This article found that student defiance is more the result of organizational features of social networks and instruction than "alienation" factors, and is therefore rectifiable through classroom management, and that defiant behaviors arise when instructional formats give students access to public discourse and when students have advantaged social network relations.