Social Networking Research Paper Example | Topics and Well Written Essays - 2000 words

Social Networking - Research Paper Example There is a long list of things one can delve on social networking sites; for example, keeping in touch with family and friends, being "nosey", expressing personal opinions and views, meeting people with similar interests, and also for specific and distinct reasons like documenting trips, availing of opportunities to date, and sharing photographs, music, video clips, and other endeavors. In this regard, the essay aims to find out everything there is to know about social networking and the ethical issues that relate to it. The discourse would initially trace its origin, define social networking, identify the pros and cons of being involved in these sites, and determine the ethical issues pervading social networking sites (SNSs). Finally, policy recommendation pertinent to major ethical principles seen to be applicable in social networking sites would be proffered. Social Networking: Ethical Issues Reviewed Contemporary generation has joined the bandwagon of active participants in socia l networking sites (SNSs) that one wonders if all users really know its origin and the intricate details that envelope its existence. For sure, today’s social network patronizers could not even imagine a world without SNSs. Just like any organizational structure, SNSs are bound by ethical standards and codes of moral conduct and discipline that participants are expected to adhere to and that SNSs themselves, are obliged to comply. The current research aims to find out everything there is to know about social networking and the ethical issues that relate to it. The discourse would initially trace its origin, define social networking, identify the pros and cons of being involved in these sites, and determine the ethical issues pervading social networking sites (SNSs). Finally, policy recommendation pertinent to major ethical principles seen to be applicable in social networking sites would be proffered. Historical Background In a study conducted by Boyd and Ellison (2007), the origin of SNS, first recognizable, was traced in 1997, through the efforts and creative design of SixDegrees.com. As averred, â€Å"SixDegrees.com allowed users to create profiles, list their Friends and, beginning in 1998, surf the Friends lists† (Boyd & Ellison, 2007, par. 15). On the other hand, Davies (2010) presented an even earlier discovery of SNSs historical beginnings with a social media site reported to be created by Randy Conrad, Classmates.com, where the website’s aim was to help â€Å"helps members find, connect and keep in touch with friends and acquaintances from school life. Classmates has more than 40 million active members in the US and Canada. In early 2008, Nielson Online ranked Classmates as number 3 in unique monthly visitors among social networking sites† (Davies, 2011, par. 2). The figure below illustrates historical date lines of major SNSs as presented by Boyd and Ellison (2007, par. 19): Source: Boyd and Ellison (2007) After 2006, Davi es’ timeline indicate that the newest addition to the SNSs was Google.com/buzz, which as reportedly designed â€Å"to integrate the googles web-based program, G-mail. Shared links and messages show up in the user’s inbox. Buzz focuses on  integrating  photos, videos and links as part of the â€Å"conversations† aspects of G-mail like conversation threading† (Davies, 2011, par. 10). Definitions of SNSs Boyd and Ellison (2007) defined SNSs as â€Å"web-based services that allow individuals to (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others

Multicultural Education Essay Example | Topics and Well Written Essays - 1000 words - 1

Multicultural Education - Essay Example In revising this text for the paper, the researcher would conduct further research and look for empirical evidence to support the contention that the achievement gap among diverse cultures are linked to attention and engagement. The arguments presented in this text explored would have been more persuasive if researchers, their research methodologies and findings had been presented to support this statement. Attempts would have also been made to find empirical evidence of the claim that a multicultural education can engage and gain the attention of pupils and thus close the achievement gap. Certainly there must be some evidence of this outcome somewhere in the literature. In conducting further research, the researcher would revise the paper to identify possible areas of further research in the area of attention and engagement and how a multicultural education might have a positive outcome on the achievement gap. If the researcher finds nothing of value in the literature, he would rev ise the paper to reflect that the hypothesis has not been satisfactorily tested in the literature. It is also stated that a third and final revision would be the removal of direct quotes. These quotes would be removed and replaced by a synopsis of the quoted text instead. In conclusion, the researcher would also revise the text to reflect more critical arguments on the topic of multicultural education rather than a regurgitation of the theories discussed and assumptions espoused in the literature.

Effective Communication for Enhancing Leadership

Effective Communication for Enhancing Leadership Main Title of Article Review : Role of Effective Communication for  Enhancing Leadership and Entrepreneurial Introduction Effective communication plays a vital role nowadays in affecting a person’s life whether in his working life or daily lifestyle. A person needs to master the effective communication skills so that he could succeed in his career or relationship with others. Effective communication helps us better understand a person or situation, so that we can resolve conflict. Besides, effective communication also can build trust and respect, and established creative environments and problem solving. An improper communication or ineffective communication will likely to cause misunderstanding and finally leads to frustration and conflict. One has to learn how to communicate effectively so that the information can be shared with his listener smoothly and to prevent unwanted negative feelings from others. We send, receive, and process an enormous amount of messages every day. But for effective communication, it is not merely exchanging information, it is also about understanding the emotions behind the conversations. Effective communication can at home, work, and in social situations to improve relationships, by deepening your connections to others, to improve teamwork, decision-making, and problem solving. It enables you to create no conflict or communication difficulties even negative news or threatening trust. However, effective communication often comes with a set of four primary skills, which are: reading, writing, listening, and speaking. One has to learn those four skills to fully master effective communication. There is one of the most important aspects for effective communication, which is listening. A successful listening means not just understanding the words or the information being communicated, but also need to understanding how the speaker feels when they communicate. However, speaking gives others the most significant impact. A person who is good at expressing, they have a better chance to succeed in his academic and professional career as he poses a more confident personality. Self-confidence leads to the development of the leadership and entrepreneurial qualities. Due to the leaders and entrepreneurs display the quality to implementation plans, it shows that they are good human resource managers. Besides, they also show that they are able to take their team forward to achieve goals in the right direction. In a nutshell, effective communication skill is very crucial in our daily lives nowadays. Many of our achievements depend on this skill. Therefore, as students, we must learn effective communication skill not only to foster relationship with other students, but also to secure our profession in the near future. Summary This review is about the role of effective communications for enhancing leadership and entrepreneurial skills is getting more important to every individual in today’s society. An excellent expression, the use of right words at the right time is the key in becoming a first-class leader. The four primary skills, reading, writing, listening and speaking have been now practiced by every individual throughout the world to enhance their inner potential. It is obvious that good communication skills are needed for everyone. Working in an organization, having a good leadership is more preferable than having a good managerial performance as it is easier to perform and accomplish tasks and objectives for the organization. A self-confidence person is able to come out with a qualified plan and lead his team towards the right direction to achieve the organization’s goals. Entrepreneurism is not a foreign concept to the academic world in this 21st Century. The development of knowledge is providing employability and entrepreneurship skills which is a logical expression for a university student. An excellent manager should consist of the listening, speaking, group contribution and interaction of information as most significant business students in this 21st Century. A manager should have the ability to bring up and motivate the members so that they will perform better and achieve the objectives. A manager should also have the psychomotor ability that involves in the communication competence. Listening and understanding are the ways of being a thoughtful communicator for manager. In the nutshell, the development of leadership qualities, speaking skills is the most important in development of leadership qualities effectively. Communication is the human connection and it is the key to personal and career success. Critique According to Manshoor Hussain Abbasi, Attiya Siddiqi and Rahat ul Ain Azim (2011), they have stated that people who want to success in their academic life, they need to have own communication, leadership and entrepreneurial skills together to generate the full potential of an individual. The authors had accomplished the article with their objectives and it is a useful article for university students. Through this article, we know that good communication skills had become very important in this 21st century. Students who are able to express themselves will gain a better chance to succeed in his or her career. They should take part in university events frequently to develop a good communication skill. For example, they can be event organizer or committee to gain some experience in order to train their entrepreneurial and leadership skills. Throughout the event, they may learn how to maintain a good interpersonal relationship and two-ways communication with each other. In this article, we found that there have several grammar and spelling errors. For example, Paragraph Errors Corrections Introduction ( paragraph 2 of line 7) N In Introduction ( paragraph 2 of line 8) Robe Role Introduction ( paragraph 4 of line 10) it obvious in it is obvious in Introduction (paragraph 7 of line 10) being an thoughtful a thoughtful Question 25 of first questionnaire as compare to as compared to Conclusion Question 11 of first questionnaire to built to build There are 22 references in this journal, indicating high accuracy. Although the citations are clear, there are plenty of citations causing the view of this article messy and crowded. Other than that, the level of language in the article is easy to understand for the university students. Moreover, the weakness of Methodology part is the questions were asked and analyzed without numbering it. Thus, this has caused trouble to the reader when they have to keep on referring back to the questions frequently while reading the article. From this article, have several ideas had been over emphasized. For instance, from paragraph 2 of the Introduction part, the paragraph had over emphasized the difference between the manager and the leader. It is irrelevance with the topic of this article. Moreover, the last paragraph of the Introduction part, which is discussing about the four skills that integrate with communication, entrepreneurial and leadership skills. Unfortunately, the paragraphs just focus on one of the four skills which are listening and without elaborate the other skills. For the Methodology part, these authors had implemented a good method of presenting the data analysis which related to entrepreneurship, leadership and students’ general responsibilities and integrity. There have 25 questions to show the result of five-pint Likert scale in percentages. Every question had interpreted that the recommendation to solve the particular affair. For example, the Question No. 25 had stated that we should provide environment in our educational institution to resolve the young entrepreneurs have many obstacles as compare to the experienced one. Therefore, young entrepreneurs will become a confident person and accomplish their goals easily. Other than that, the article used table to present the data analysis in Second Questionnaire is clearer than data analysis in Methodology. In our review, the method of data analysis in Methodology is complicated and it is time-consuming because we need to read the data word by word. On the contrary, reliability statist ics in second questionnaire is easy to understand by the reader and delivered the information to the audiences quickly without wasting of time as the table show the distribution of information separately. Conclusion In summary, we know that the author’s position that there are 3 important skills in leading an individual to a successful academic life. The authors have stated that a strong communication, leadership and entrepreneurial skills leading an individual to success in their academic life and it have been effectively supported. This article is successful although there are some flaws such as several grammars, spelling error, untidy references, omitting in numbering the questions, and also the over emphasizing some of the points but the author has elaborated the importance and integration of communication, leadership and entrepreneur skills by providing various of reference, making the article’s level of language is easy to be understood by university students, well prepared and analyzed questions, good method in presenting the data by showing the result of five-pint Likert scale in percentages and the information in articles are well delivered to the readers. The article has contributed in delivering an important message to the students that the keys of success in their academic life. Finally, the articles could help the university students and also working persons to have an idea how to get success in their academic life.  

Seeking Truth in A Dolls House :: A Dolls House Essays

Seeking Truth in A Doll's House. The characters, in Henrik Ibsen's A Doll's House, are hiding from each other and seeking the truth about each other and about life. The game of hide and seek that Nora plays with her children, she also plays with her husband. She hides her actions and her true personality from him. He also hides his life from her. Thinking that she would never even understand, he keeps all the business of their relationship secret from her. Although Nora hides from her husband, she also plays the role of seeker. Nora wants to seek out the truth of her life. Much of the play is a game of hide and seek. Excellent. Nora plays a game of "hide and seek"(Ibsen 506)* with her children. The simple game can be seen also as a symbol of real life in the play. Nora is playing hide and seek with the adults in her life. Nora is trying to keep something away from public knowledge and especially away from her husband. She hides the fact that she borrowed money to save his health. She was afraid that if Torvald knew that she had taken initiative to borrow money to help him that it would be "painful and humiliating"(Ibsen 501) for him. She knows that Torvald needs to feel in control of everything. So she hides her actions from him. Nora hides the fact that she has done something illegal from Torvald. She is given the opportunity to tell Torvald and maybe get his support or advise on the situation, and she lies to him to hide the truth. She claims that the reason that she does not want Torvald to fire Krogstad is that "this fellow writes in the most scurrilous newspapers...he can do [Torvald] an unspeakable amount of harm"(Ibsen 519). Nora hides the truth and replaces it with lies. Torvald does not know that if he fires Krogstad that the consequences will affect his whole family. Nora could have told him, but instead she decided to hide the truth from her husband. She also hides her own strength. She plays the part that she has come accustomed to, being the doll. The first time in the play that Torvald refers to Nora, he calls her a "little lark"(Ibsen 493). Throughout the play, he refers to her as a cute little animal, never with any word that might imply a situation of his peer.

Indian River and Its Tributeries Essay

The Lohit River has derived its name because of its vigorous nature and thus it is also called the river of blood. The lateritic soil of the river forms its surrounding demography. The river flows through the Mishmi Hills, to meet the Siang at the head of the Brahmaputra valley. The Burhidihing River is one of the major tributaries of the Brahmaputra River. The River Burhidihing flowing at the speed of 103. 58m at Khowang. The waters fall from an elevation of 102. 11m. This river is highly prone to floods and the previous highest flood level was measured to be 103. 92m in1988. Damodar River-The Damodar River originates in the Palamau district of Jharkhand near Chandwa village. The origin of Damodar River is in the Chota Nagpur Plateau region of India. The river flows through the states of Jharkhand and West Bengal for nearly five hundred and ninety two kilometers and then merges with the Hooghly River, which is in the south west of Kolkata. The Damodar River has a number of tributaries and distributaries. They are Barakar, Konar, Guaia,Jamania, Usri, Bokaro, Haharo, Khadia and Bhera. The Barakar is the most important and the only tributary of the Damodar River. This River arises near Padma in Hazaribagh district, flows through Jharkhand,and meets the Damodar River in Dishergarh in West Bengal. The river used to flow through Bengal in yesteryears, from west to east course and then it joined the Hooghly River at a spot near Kalna. Gradually, the river has changed its course and now most of the water in its lower reaches falls into the Mundeswari River. The Mundeswari River combines with other rivers and ultimately most of the water of the Damodar River flows into the Rupnarayan River. The residual water flows through the Damodar into the Hooghly, located at the south of Kolkata. Earlier the Damodar River was referred to as River of Sorrow in Bengal as it used to flood the Bardhaman, Hooghly, Howrah and Medinipur districts of West Bengal, which led to huge destruction of life and property. Even today the floods sometimes distress the lower Damodar Valley but the chaos it brought about in earlier years. However, after building the dams this flood factor has become a matter of history. Pollution of Damodar River is one of the grave concerns of the Bengal authorities. The Damodar is the most polluted river in India today due the several industries that have sprouted on its mineral-rich banks. There are too many coal-based industries that are been build the Damodar valley. Other industries are mostly government-owned coal washeries, coke oven plants, which are the country`s major iron and steel plants and thermal power plants. Zinc, glass and cement plants also cover wide areas along the riverbanks. The overburden of mine effluents, fly ash, oil, toxic metals and coal dust caused the pollution. Defective mining practices, outdated processing practices and lack of proper maintenance were compounded by corruption, inadequate pollution control and a state pollution control board that did nothing. The people living in the basin are slowly being poisoned because the Damodar and its tributaries is the only source of drinking water for most people living in the area. However, the governmental measures have brought significant changes in the status of the river for the past years. The geology of Damodar River indicate heavy metal concentrations at various zones of the river. At two sites in near mining areas, the coarser particles show similar or even higher heavy metal concentrations than the finer ones. Damodar Valley Corporation (DVC) is based on the Tenesse Valley Authority of the United States of America. This project benefits the states of West Bengal and Bihar. An important feature of this project is the 692 metres long and 11. 6 metres high barrage constructed across the Damodar at Durgapur. Panchet dam, Farakka Barrage, Tilaiya Dam and Konar Dam are the dams at River Damodar. The tributary of Damodar River is one of the most ferocious and voluminous rivers of Eastern India – River Barakar, which begins near Padma in Hazaribagh district of Jharkhand and flows for 225 km across the northern part of the Chota Nagpur plateau. GANGA– The Ganges River is held sacred by Hindus and is worshipped in its personified formas the Goddess Ganga. The Ganga and its tributaries drain a large and fertile basin with an area of about one million square kilometres. The Ganges has a number of tributaries which are mentioned below: Yamuna River Yamuna River, also known as the Jumna, is a major river of the northern India. Yamuna River has a total length of about 1,376 km (855 mi). The Yamuna`s source is at the Yamunotri glacier near Banderpoonch peaks, in the Mussourie range of the lower Himalayas at an elevation of about 6387 meters above sea level in district Uttarakashi. This river, flows in a southerly direction through the Himalayan foothills, onto the northern Indian plain, and a series of valleys for about 200Kms, along the Uttar Pradesh-Haryana state border. At this point, the Eastern and Western Yamuna canals are fed from the river. Son River One of the largest southern tributaries of the Ganges is the Son River of central India. The Son River originates in the state of Chhattisgarh in the east direction of the origin of Narmada River. It then flows in the north-northwest direction through Madhya Pradesh before turning in the east direction where it meets the Kaimur range. The river starts flowing in the parallel direction of the Kaimur range in the east-northeast direction through Uttar Pradesh and Bihar and joins the Ganges just above Patna, the capital of Bihar. Mahananda River The Mahananda River is a major confluent of the Ganges in eastern part of India. The river originates from the extreme north of West Bengal from thehills of Darjeeling. It then flows southwards through the fertile agricultural area I in Bihar and enters West Bengal. The river then flows in the southeast direction I in to Bangladesh. I Kosi River I Kosi River one of the main rivers in Bihar and a prominent tributary of the Ganges, originates in the Himalayas. Along with its tributaries, the Kosi River traverses along parts of Tibet, including the Mount Everest region and also one third of the eastern part of Nepal. The river has shifted its course from east to west about 120 kilometres in the last two hundred years. Gandak River Gandak is also known as the Kali Gandaki River and Narayani after the confluence with Trisuli in Nepal. Gandak River is a tributary of the Ganga or Ganges River. It is one of the major rivers in Nepal and India. It is a north bank tributary of the Ganga in India. It rises at 7620 m in Tibet near the Nepal border and overlooks the Dhaulagiri. It is distinguished for the deep gorge across which it flows and for a large hydroelectric facility in Nepal. This river also provides water for a major Irrigation cum Hydroelectric power facility at the Indo-Nepal border at Valmikinagar. The river has a total catchment area of 46,300 sqkm out of which 7620 sqkm is located in India. The Gandaki River is mentioned in the ancient Indian epic Mahabharata. Ghaghara River Ghaghara River, also called the Gogra or Ghagra, Nepali Kauriala or Manchu or the Karnali, literally means `holy water from the sacred mountain`. The term Karnali also means â€Å"Turquoise River† and is a trans-boundary perennial river that originates on the Tibetan plateau. The Karnali is called K`ung-ch`iao Ho in Chinese. This river near Manasarowar cuts through the Himalayas in Nepal on its way to the convergence with the Sarda River at Brahmaghat in India where it forms the Ghaghara River. The Ghaghara River is a major left bank tributary of the Ganges. It is the longest and largest river in Nepal with a length of around 507 km and one of the largest affluent of the Ganges. Mahakali River River Mahakali flows between the border of Nepal and India. This river forms the western international border between Nepal and India and it originates from the Greater Himalayas at Kalapaani. The river flows down from a height of 3600 m, in the Pithoragarh District of Uttarakhand. Eventually, it joins with the Gori Ganga at Jauljibi area. This river again joins the Saryu River at Pancheshwar. The vicinity

Designing Activity Systems Research Essay

The greatest challenge facing an Activity-Theory-based approached to researching interconnected networks and activity systems is the tension between the necessarily holistic view of â€Å"better contextuality† suggested by Kuuti, and the need for an appropriate level of analytic abstraction and â€Å"generalizable† research results required for the research to have utility across disciplines (as cited in Nardi, 1996, p. 22; Nardi, 1996, p. 70). This tension can be partially mitigated by focusing simultaneously on object/motive-oriented research of individuals and on community-object-oriented research of larger subject communities. Thus in a research setting, the object, activity, and operation levels of each individual subject would be documented, both as subjectively articulated in interviews, and as prescribed in that individual’s task description. The overarching community object, activity, and operation levels of the various interacting subject communities would also be documented, in terms of a written prospectus of the group’s initial goals and any obtainable data regarding any sub-group’s particular objects, either explicitly or implicitly stated. Because of the magnitude of data likely resulting from such research techniques, trends from the collected data are probably best analyzed through statistics-based computer modeling. Any truly contextual understanding of activity systems requires researchers to pay close attention in particular to what Kuuti calls action-operation dynamics, noting when and how, for individual subjects, the orientation phase of a given action has passed and the action has been internalized as operation (as cited in Nardi, 1996, p. 31). This phenomenon could be identified in a number of ways. For instance, when individuals begin to elide unnecessary orientation-phase-steps in a process, or when they have re-articulated their objects to indicate a broadening of scope, it is likely because they have moved beyond the orientation phase for a given action and internalized it as operation. Research into interrelated activity systems and networks also requires a nuanced understanding of how community subjects interact, both which each other and with individual subjects. Documenting these interactions through research would require a thorough enumeration of how both formal and informal subject groups affect one another, and the specific â€Å"contradictions† that they exhibit through their objects (Kutti as cited in Nardi, 1996, p. 34). For example, to fully define and therefore research the activity of a software company working on a new database platform, researchers would need to understand the myriad goals of each sub-group and engineer within the company, as well as the company’s larger goals, and the intentions of competing companies. This would require ongoing observation and interview data, and given the vast amounts of data likely to be mined in this process, a computer-based, statistical approach would likely be most effective. Situated Action vs. Activity Theory Because Situated Action Models explicitly reject an intention or goal-based definition of action, they do not lend themselves well to analytical abstraction. Each model being â€Å"inextricably embedded in a particular situation,† no two models are likely to offer enough commonality to allow comparison across situations, let alone across disciplines (Nardi, 1996, p. 1). Activity Theory, by contrast, offers its fundamental tenet as its organizing schema: consciousness and intent are the defining the elements of all activity (Nardi, 1996, p. 11). This perspective has several benefits. First, since Situated Action refuses to consider a subject’s intent in its analysis, â€Å"the activity can only be known as it plays out in situ† (Nardi, 1996, p. 82). This means that Situated Action researchers must posit their own interpretation of a subject’s actions, and ignore the subject’s stated intention. Such â€Å"constructed rationalizations† are more the province of speculative psychology than observational science (Nardi, 1996, p. 82). This view appears even more absurd in light of the fact that Situated Action offers no explanation as to why, despite its guiding premise, human subjects invariably do explain their actions through their intentions, and often â€Å"demand or believe† such explanations from others (Nardi, 1996, p. 81). Second, Activity Theory, by starting from the premise that intention and consciousness are fundamental elements in the definition of action, immediately offers a means of demarcating and understanding activity that Situated Action Models lack (Nardi, 1996, p. 83). As Nardi points out, two subjects in identical environments may display disparate actions that can only be parsed in light of each subject’s intent or object (Nardi, 1996, p. 83). Using the â€Å"object† as the organizing rinciple further allows Activity Theory to maintain a consistent analytical schema across disciplines and at varying levels of generality. For instance, both individual subjects and subject communities can be parsed according to the subject/object and object/action/operation paradigm. Lastly, Activity Theory allows research to continue over a â€Å"longer time horizon† because, while the situations examined in Situated Action Models tend to be quite ephemeral, the objects of Activity Theory may persist for months or years (Nardi, 1996, p. 3). This allows research of a given subject to proceed cumulatively, and not be wasted as soon as a given situation expires. It further allows researchers to focus on a higher level of abstraction, recurrence, and commonality than Situated Action Models, and to avoid the â€Å"claustrophobic thicket of descriptive detail† that becomes necessary when disregarding intentionality (Nardi, 1996, p. 92).