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Social Media and the Modern Impact of Informatics Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) scholarly citations using APA citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment. Most people remember the story below that made national headlines. As most Americans have smart phones, tablets, and computers the utilization of social media is common place. Finley, T. (2017, Sept. 20). Navy hospital removes staffers for calling babies ‘mini Satan’s’ on social media. Parenting . If you were writing a hospital policy on smart phone and social media usage, what should be included in the policy? What potential ethical and legal liabilities are there for the hospital and employees in the case presented above? In 2007, Harvard University rescinded admission to 10 students after reviewing their social media post. Do you feel potential employers, current employers, and colleges have the right to access your social media post? Do you feel employers and universities should make decisions based on your post? Discuss the relationship between accreditation decisions, reimbursement, quality of care, informatics. .

Education

In 2007, Harvard University rescinded admission to 10 students
after reviewing their social media post.
Do you feel potential employers, current employers, and
colleges have the right to access your social media post? Do you
feel employers and universities should make decisions based on
your post?
Discuss the relationship between accreditation decisions,
reimbursement, quality of care, informatics.

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Social Media and the global marketplace: Web 2.0 Business Models Readings: Wirtz, B.W., Schilke, O. and Ullrich, S., 2010. Strategic development of business models: implications of the Web 2.0 for creating value on the internet. Long Range Planning, 43(2), pp.272-290. INB 20009 Managing the Global Marketplace Lesson plan • Social Media and digital business models • Socio-cultural research (Verstehen school of thought) 1) Socio-Cultural Research: The social as capital 2) Socio-Cultural Research: The social as theatre • Stages of Internationalisation • A Strategic Approach to Internationalisation: A Traditional Versus a ‘Born-Global’ Approach : • Implications and recommendations PART 1 CONCEPTS A BUSINESS MODEL • The business model is a holistic management approach that reflects the fundamental value creation logic, value creation architecture and the functioning of a company (Timmers 1998). • A representation of a firm’s underlying core logic and strategic choices for creating and capturing value within a value network (Shafer, S.M., Smith, H.J. and Linder, J.C., 2005 p.202). A BUSINESS MODEL…contd • Porter (1985) distinguishes nine value chain elements. Namely, as primary elements inbound logistics, operations, outbound logistics, marketing & sales, service; and as support activities technology development, procurement, human resource management, corporate infrastructure. Components of a business model Source: (Shafer, S.M., Smith, H.J. and Linder, J.C., 2005 p.202). The 4C-Net-Business-Model typology (Wirtz 2000; Wirtz and Lihotzky 2003, p. 522) • A typology to structure the different business models on the Internet within the B2C sector. • Four basic business models are characterised by different service offerings across Content, Commerce, Context and Connection. • The classification is considered as 4C-Net- Business-Model typology (Wirtz 2000, p. 218). Content, Commerce, Context and Connection • Content-orientated business models are used by firms - such as The Wall Street Journal Online - that focus on the collection, selection, compilation, distribution, and/or presentation of online content. • Their value proposition is to provide convenient, user- friendly online access to various types of relevant content. Content, Commerce, Context and Connection • Commerce-orientated business models focus primarily on the initiation, negotiation, payment and delivery aspects of trade transactions using online media. • Commerce-oriented firms, such as Amazon and Dell, offer cost-efficient transactions for buyers and sellers of goods and services. • Companies focusing on this type of business model use electronic Internet-based processes to substitute or support traditional transaction functions and arenas, creating direct revenue streams in the form of sales revenues, as well as indirect revenue streams such as commissions. Content, Commer.

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Social Media and the Boston Marathon Bombings: A Case Study By: George Haddow and Kim Haddow , Posted on: June 4, 2015 As we reach the final stretch of the capital trial of the Boston Marathon bomber, we present this case study on social media that was originally published in the author’s book Disaster Communications in a Changing Media World : Case Study: BPD and Social Media At 2:49 PM on April 15, 2013 two bombs exploded near the finish line of the annual Boston Marathon killing three people and injuring 264. The first reports about the about the terrorist attack were spread through Twitter and Facebook. At 2:59 PM the Boston Globe tweeted: “BREAKING NEWS: Two powerful explosions detonated in quick succession right next to the Boston Marathon finish line this afternoon.” Minutes later, the Boston Police Department confirmed the explosion in a tweet. And in a separate tweet soon after reported: “22 injured. 2 dead #tweetfromthebeat via @CherylFiandaca ” According to Topsy, a Twitter analytics company, at around 4:10 p.m. there were more than 300,000 mentions on Twitter of “Boston explosions.” (Stern, 2013) In a second wave of social media, details about the event spread. Media that included photos of blood covering the ground and a six-second Vine video of the actual explosion was circulated, deepening people’s sense of what had happened. Around 4:30 p.m., there were more than 700,000 mentions on Twitter of the “Boston Marathon.” (Stern, 2013) Even though television was the most widely-used source of information about the bombing and its aftermath, it was social media that shaped the story and the response. While 80% of Americans followed the story on TV according to the Pew Research Center, about half (49%) say they kept up with news and information online or on a mobile device and a quarter of Americans got information about the explosions and the hunt for the bombers on social networking sites such as Facebook and Twitter. Young Americans in particular kept up-to-date through social media. Slightly more than half (56%) of an 18-to-29 year subgroup polled by Pew got bombing-related news through social networking sites. (Pew Research Center, 2013). The Boston bombings and the manhunt that followed became the backdrop for the world to witness the transformation – for good and for bad — in news gathering and distribution, and in disaster management and crises communications caused by social media platforms and technology. The Boston Marathon bombings were a watershed, a moment that marked forever the changed role of social media and the fully participatory public in breaking news events and coverage. The New York Times wrote: It is America’s first fully interactive national tragedy of the social media age.” (Kakutani, 2013) From marathon runners giving their accounts on Facebook, to law enforcement officials using Twitter to give real-time updates and asking for help identifying and capturing the suspects, to th.

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Social media and adolescence, is it good? bad? When looking at the current adolescent generation, social media has become an important influencer. How many likes to I have? How many friends do I have? Am I pretty? etc. are common questions that are asked internally. In this chapter, we were introduced to new thinking patterns and concepts related to this developmental stage, such as personal fable, invincibility fable, egocentrism, etc. For this assignment, address the following, How does the influence of social media impact concepts like personal fable, invincibility fable, egocentrism, etc.? What are the benefits to social media? (think about technology as a whole as well) How can social media and/or technology hinder development during this stage? .

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Social Media - Public Information Officer One of the challenges facing the Public Information Officer (PIO) is social media. Social media is both a friend and foe of emergency agencies. 1. What is the role and responsibilities of the PIO? 2. And what do Twitter, Facebook, and other social media sites mean these days to the PIO? 3. Using the internet or professional journals, find two articles and post the links to the two articles . One of these should show how an emergency agency uses social media in a positive manner, such as to inform and involve the local community being served. 4. The other link should show how social media was used in an unprofessional manner and made the agency involved look bad in the eyes of the public. 5. Give a one paragraph summary of each link. 400-450 words excluding reference, APA style format and a minimum of 3 references. .

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Social marketing applies commercial marketing strategies to promote public health. Social marketing is widely used to influence health behavior. Social marketers use a wide range of health communication strategies based on mass media, they also use mediated (example, through a healthcare provider), interpersonal, and other modes of communication, and marketing methods such as message placement (for example, in clinics), promotion, dissemination, and community level outreach. Social marketing encompasses all of these strategies. Courtesy: NIH Application of social marketing strategies for measles, mumps and rubella (MMR) vaccination. in young children’s. People in many developing countries have misgivings, fear and other reasons against MMR vaccination resulting in resurgence or disease epidemics. Social marketing theory work well in countering these obstacles while encouraging administration of the vaccine to improve the health of the society. Concepts- 1. Consumer orientation- In this approach planning, implementation and evaluation strategies of consumer marketing is employed to motivate the parents for vaccination of their children’s against MMR. We took advice from people to what change we make to adopt this healthy behavior. Needs assessment this message is appropriate from them what barrier environment we have to take. Also take care how people respond to the healthy behavior. Citizen advisory panels help to get feedback. 2. Audience segmentation- . Parents of the children are selected that largely influences the success of MMR vaccination in the children. Positive behavior change to vaccinate their children is encouraged by educating them and creating awareness about the complications associated with MMR viral epidemics. We target the group which have similar variable and advise them. 3. Channel analysis- Method to deliver the required message and the desired place to target the population/desired audience (parents). Usage of print ,news and online social media to convey the benefits and the risks associated with vaccinating and not vaccinating with MMR Other places that can be targeted are gynecologic and pediatrics hospitals while utilizing other public places with posters to spread the awareness and the benefits of MMR. We also have to find appropriate time when to advertise and advice these desired population. 4. Strategy- In this stage of planning the idea is to meet the objectives. We can use different strategies like making the vaccine available in every hospital facility for easy access, making vaccine cost effective to eliminate the barriers of our target population. 5. Process tracking- In this evaluation phase of the program we check and monitor if the applied interventions are rightly executed to achieve the objectives. After undertaking surveys, reviewing and revisiting the steps, progress can be tracked. We can also obtain feedback from the target population to improve and enhance the performance of the pr.

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Social Justice Research, Vol. 17, No. 3, September 2004 ( C© 2004) Restorative Sentencing: Exploring the Views of the Public Julian V. Roberts1,3 and Loretta J. Stalans2 Within the past decade, restorative justice has emerged as a truly global phenomenon. Although retributive justice has dominated the penal landscape, more recently, restorative principles at sentencing have attracted increased attention. Restorative sentencing emphasizes the importance of compensation and reconciliation between victims and offenders and pays less attention to establishing proportionality between the seriousness of the offense and the severity of the sen- tence imposed. Although voluminous (and proliferating), the scholarly literature on restorative justice has to date neglected one critical issue: public opinion with respect to this justice paradigm. Public opinion researchers too, have generally overlooked this topic. The goal of this paper is to determine which elements of the new paradigm generate public approval, and which features are likely to encounter or provoke public opposition, drawing upon related international research published in English over the past 20 years (1982–2002). The review reveals widespread support for “restorative” sentencing options, such as community service, compensation, and restitution, particularly when applied to young offenders. However, it also seems clear that public support for these alternatives to punitive sentencing options declines as the seriousness of the offence increases, suggesting strong public adherence to the retributive principle of proportionality in sentencing. KEY WORDS: restorative justice; public opinion. Within the past decade, restorative justice has emerged as a truly global phenomenon. Restorative programs and policies have been created in most indus- trialized and many developing nations. Restorative initiatives exist at all stages of 1Department of Criminology, University of Ottawa, Canada. 2Department of Criminal Justice, Loyola University, Chicago. 3All correspondence should be addressed to Julian V. Roberts, Department of Criminology, University of Ottawa, Canada; e-mail: [email protected] 315 0885-7466/04/0900-0315/0 C© 2004 Plenum Publishing Corporation 316 Roberts and Stalans the criminal process, from policing to prisons and community-based corrections (e.g., Braithwaite, 1999; Walgrave, 2002). Defining terms such as “restorative justice” or “restorative sentencing” is not easy, as the initiatives encompassed by these terms vary widely across jurisdictions. Nevertheless, some defining characteristics are clear. In contrast to retributive justice, restorative justice stresses reconciliation between the offender, the victim, and the community to which both belong. At the stage of sentencing, restorative justice emphasizes the importance of responding to the needs of victims and encourages the offender to accept responsibility and express remorse. Restorative sentencing pr.

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Social Justice and Family Policy Dr. Williams Instructions for the Critical Essay Utilizing seven to ten outside scholarly sources students are to write critical essays (5-7 pages not including title and reference pages) documenting an essential issue with regard to the course’s influence on a policy. Students may also include official and organizational research reports as part of their allotted references too1. These essays are positional in nature (you’re arguing a stance using scholarly evidence), and will be written in an academic and scholarly tone. Arguments must be cogent, logical, and supported by facts (which will come from one’s research). APA citation and reference lists are required. These essays will be well proof-read before submission. Font: Times New Roman, 12. The essay should be double-spaced and numbered. Below are instructions regarding the format: 1. The assignment requires a traditional APA title page. Students may assign the essay its own title, be creative. Again, the title page and references are not counted in the page requirement. 2. The structure of the paper should be sectioned like such: a. Introduction b. The Policy (here you will provide an explanation/background of your chosen policy) c. Corresponding Issue #1 d. Corresponding Issue #2 e. Suggested Policy Change f. Conclusion g. References 3. The Introduction should provide a thorough roadmap of where you intend to take the reader; thus, here you want to establish a clear but brief outline of your policy of choice and the issues you plan to uncover—leave the rest for folks to see in the essay. This should be no more than a good thick paragraph. 4. The proceeding pages should be well structured by sections/headings which will correspond to remaining four points mentioned after the introduction. For example, for a policy one may choose sentencing, and then his/her two issues may be mass incarceration and reentry (you’d use those titles as the headings for your sections in the essay, or you can be more creative and call them something else, but the sections need to be distinct from each other). The information contained in each respective section will include a meshing together of your scholarly sources and your understanding of your chosen policy. This part of the essay will become more refined as one continue to engage in research. Remember, all points/arguments explained in these pages must be cited and backed by evidence. Your writing should be both informative and persuasive, which means you should be explaining to your reader the gist of the 1. These are the sources that will give one the statistics he/she would need to describe the scope of the problem/issue which will be covered in the essay. It is important that the essay has some stats in it to substantiate all arguments. For instance, for crime stats see .

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SOCIAL JUSTICE AND SOCIOLOGY: AGENDAS FOR THE TWENTY-FIRST CENTURY JOE R, FEAGIN University of Florida The world's peoples face daunting challenges in the twenty-first century. While apologists herald the globaliza- tion of capitalism, many people on our planet experience recurring economic exploitation, immiseration, and environmental crises linked to capitalism's spread. Across the globe social movements continue to raise the issues of social justice and democracy. Given the new century's serious challenges, sociologists need to rediscover their roots in a sociology committed to social justice, to cultivate and extend the long- standing "countersystem" approach to research, to encourage greater self-reflection in sociological analysis, and to re-emphasize the importance ofthe teaching of sociology. Finally, more sociologists should examine the big social questions of this century, including the issues of economic exploitation, social oppression, and the looming environmental crises. And, clearly, more sociologists should engage in the study of alternative social futures, including those of more just and egalitarian societies. Sociologists need to think deeply and imaginatively about sustainable social futures and to aid in building better human societies. WE STAND today at the beginning ofa challenging new century. Like ASA Presidents before me, I am conscious of the honor and the responsibility that this address carries with it, and I feel a special obligation to speak about the role of sociology and sociologists in the twenty-first century. As we look forward, let me quote W. E. B. Du Bois, a pathbreaking U.S. sociologist. In his last autobiographical statement, Du Bois (1968) wrote: Direct correspondence to Joe R. Feagin, De- partment of Sociology, Box 117330, University of Florida, Gainesville, FL 32611, (feagin® ufl.edu). I would like to thank the numerous col- leagues who made helpful comments on various drafts of this presidential address. Among these were Hernan Vera, Sidney Willhelm, Bernice McNair Barnett, Gideon Sjoherg, Anne Rawls, Mary Jo Deegan, Michael R. Hill, Patricia Lengermann, Jill Niebrugge-Brantley, Tony Orum, William A. Smith, Ben Agger, Karen Pyke, and Leslie Houts. [TJoday the contradictions of American civi- lization are tremendous. Freedom of political discussion is difficult; elections are not free and fair. . . . The greatest power in the land is not thought or ethics, but wealth. . . . Present profit is valued higher than future need. . . . I know the United States. It is my country and the land of my fathers. It is still a land of magnificent possibilities. It is still the home of noble souls and generous people. But it is selling its birthright. It is betraying its mighty destiny. (Pp. 418-19) Today the social contradictions of Ameri- can and global civilizations are still im- mense. Many prominent voices tell us that it is the best of times; other voices insist that it is the worst of t.

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SOCIAL ISSUES DISCUSSION You are required to identify any current social issue and discuss its impact on children, families, schools, and communities. You should include a discussion of public policies related to this issue. If no public policies exist, suggest a couple that you think are needed. Also specify the potential influence of this topic on the child’s development and identity formation. Keep in mind that social issues are dynamic: they arise, change, gain or lose priority as the tone of the times changes. The issues you choose need to be current. They can be local (specific to a community such as loss of a library or gang problems), or national (i.e. childhood obesity, lack of art, enrichment, physical education, etc. in public school curriculum, separation of church and state issues). You may choose any topic that interests you if it is current, and you are able to respond to each of the prompts listed below in the instructions. What you will turn in: A 5-6-page minimum (no maximum and this does not include the cover page nor the reference page) summary of the topic explaining: What the topic is as well as the incidence of the topic, why it is a noteworthy social issue, how it impacts children, families, and communities. Explain how children’s development may be affected by this issue; include all affected developmental domains. Are there any current policies that address this issue? Explain and suggest others. What are some possible solutions to address this issue? (your educated opinion of 2+ solutions and why) Please format this in APA style and include a reference page with any sources you used to gather your information. You must cite at least four sources, plus your textbook (5 total). You must include page numbers for each citation. Your sources do not need to be empirical research studies, although they may be if you choose. Chapter 4: Data and Databases from Information Systems for Business and Beyond is available under a Creative Commons Attribution 3.0 Unported license. © 2014, David T. Bourgeois. The content is made possible by funding from The Saylor Foundation's Open Textbook Challenge. http://www.saylor.org/site/textbooks/Information%20Systems%20for%20Business%20and%20Beyond.pdf http://creativecommons.org/licenses/by/3.0/legalcode Chapter 4: Data and Databases David T. Bourgeois Learning Objectives Upon successful completion of this chapter, you will be able to: • describe the differences between data, information, and knowledge; • define the term database and identify the steps to creating one; • describe the role of a database management system; • describe the characteristics of a data warehouse; and • define data mining and describe its role in an organization. Introduction You have already been introduced to the first two components of information systems: hardware and software. However, those two components by themselves do not make a computer useful. Imagine if you turned o.

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Social Inclusion (ISSN: 2183–2803) 2018, Volume 6, Issue 1, Pages 29–39 DOI: 10.17645/si.v6i1.1193 Article Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities Andrea Broderick Department of International and European Law, Maastricht University, 6211 LH Maastricht, The Netherlands; E-Mail: [email protected] Submitted: 29 September 2017 | Accepted: 27 December 2017 | Published: 26 March 2018 Abstract The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal partici- pation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level. Keywords capability approach; CRPD; disability; education; equality; inclusive education; United Nations Issue This article is part of the issue “Disability Equality: In Theory and Practice”, edited by Mark Priestley (University of Leeds, UK) and Lisa Waddington (Maastricht University, The Netherlands). © 2018 by the author; licensee Cogitatio (Lisbon, Portugal). This article is licensed under a Creative Commons Attribu- tion 4.0 International License (CC BY). 1. Introduction The question ‘equality of what?’ is often posed during debates on political philosophy and interdisciplinary debates on distributive justice. It concerns a decision as to the elements which governmental policies and institu- tional structures should aim to equalise. The same question was posed by economist-philosopher Amartya Sen, who first introduced his theory of ‘basic capability equality’ in his Tanner Lectures (Sen, 1979, p. 218): I believe what is at issue is the interpretation of needs in the form of basic capabilities. This interpretation of needs and interests is often implicit in the demand for equality. This type of equality I shall call “basic capability equality”. The capability approach encompasses a ‘partial theory of social justice’ (Nussbaum, 2009, p. 232) and a norma- tive framework for the asse.

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