Annotated bibliography 1- Kulesza, J. (January 01, 2014). Due Diligence in Cyberspace. Retrieved from http://www.igi-global.com/chapter/due-diligence-in-cyberspace/80711 This book sheds light on the international legal issues, which are core to Internet Governance, and advances the idea of developing a global solution to its problems. The book incorporates a wide range of ongoing discussions surrounding the governance of the internet and emphasizes on the issues which are urgent and require special attention from the international community in order to guarantee effective running of the global network that forms the backbone of our information driven society. Joanna Kulesza has a Ph.D. in International Law and is an assistant professor at the University Lodz in Poland. She has been honored for her exemplary research work on International law. 2- Britz, J. J. (May 01, 2008). Making the global information society good: A social justice  perspective on the ethical dimensions of the global information society1. Journal of the American Society for Information Science and Technology, 59, 7, 1171-1183. http://onlinelibrary.wiley.com/doi/10.1002/asi.20848/abstract This article addresses ethical challenges facing the global information society from a social justice’s perspective. In its scope the article also relates four characteristics of the global Information Society. The article employs a moral tool, social justice, on grounds of moral validity to address these ethical challenges. Johannes Britz is currently Dean and Professor at the University of Wisconsin-Milwaukee, Milwaukee, USA. He holds to doctoral degrees from the University of Pretoria in South Africa. He is co-editor of the International Review of Information Ethics (IRIE) and serves on the editorial board of the Library and Information Science Research Journal of the University of Bucharest. Dr. Britz has expansive international experience both as a researcher and consultant. Dr Britz has a keen interest in social justice and information poverty and works mainly in Africa on these areas. 3-Cheney, G., May, S., & Munshi, D. (2011). The handbook of communication ethics. New York: Routledge. This handbook acts as an all-inclusive guide into the study of communication and ethics. It incorporates some of the issues discussed on the two articles quoted above. It engages analyses and applications based on accepted ethical theories and further engage unfamiliar ones. This blend brings to the surface important questions of power, equality, and justice. The handbook distinguishes itself as a comprehensive resource for the study of communication and ethics. George Cheney (Ph.D., Purdue University, 1985) is the John T. Jones Centennial Professor of Communication Studies at the University of Texas at Austin. Steve May (Ph.D., University of Utah, 1993) is Associate Professor of Communication Studies at the University of North Carolina at Chapel Hill. Debashish Munshi (Ph.D., University of Waikato.

1. Annotated bibliography
1- Kulesza, J. (January 01, 2014). Due Diligence in Cyberspace.
Retrieved from
http://www.igi-global.com/chapter/due-diligence-in-
cyberspace/80711
This book sheds light on the international legal issues, which
are core to Internet Governance, and advances the idea of
developing a global solution to its problems. The book
incorporates a wide range of ongoing discussions surrounding
the governance of the internet and emphasizes on the issues
which are urgent and require special attention from the
international community in order to guarantee effective running
of the global network that forms the backbone of our
information driven society.
Joanna Kulesza has a Ph.D. in International Law and is an
assistant professor at the University Lodz in Poland. She has
been honored for her exemplary research work on International
law.
2- Britz, J. J. (May 01, 2008). Making the global information
society good: A social justice perspective on the ethical
dimensions of the global information society1. Journal of the
American Society for Information Science and Technology, 59,
7, 1171-1183.
http://onlinelibrary.wiley.com/doi/10.1002/asi.20848/abstract
This article addresses ethical challenges facing the global
information society from a social justice’s perspective. In its
scope the article also relates four characteristics of the global
Information Society. The article employs a moral tool, social
justice, on grounds of moral validity to address these ethical
challenges.
Johannes Britz is currently Dean and Professor at the University

2. of Wisconsin-Milwaukee, Milwaukee, USA. He holds to
doctoral degrees from the University of Pretoria in South
Africa. He is co-editor of the International Review of
Information Ethics (IRIE) and serves on the editorial board of
the Library and Information Science Research Journal of the
University of Bucharest.
Dr. Britz has expansive international experience both as a
researcher and consultant. Dr Britz has a keen interest in social
justice and information poverty and works mainly in Africa on
these areas.
3-Cheney, G., May, S., & Munshi, D. (2011). The handbook of
communication ethics. New York: Routledge.
This handbook acts as an all-inclusive guide into the study of
communication and ethics. It incorporates some of the issues
discussed on the two articles quoted above. It engages analyses
and applications based on accepted ethical theories and further
engage unfamiliar ones. This blend brings to the surface
important questions of power, equality, and justice. The
handbook distinguishes itself as a comprehensive resource for
the study of communication and ethics.
George Cheney (Ph.D., Purdue University, 1985) is the John T.
Jones Centennial Professor of Communication Studies at the
University of Texas at Austin.
Steve May (Ph.D., University of Utah, 1993) is Associate
Professor of Communication Studies at the University of North
Carolina at Chapel Hill.
Debashish Munshi (Ph.D., University of Waikato, 2000) is an
Associate Professor in the Department of Management
Communication at the University of Waikato, Hamilton, New
Zealand.
4-Hsieh, P., & Tze-Kuang, L. (2012). Does age matter?
Students' perspectives of unauthorized software copying under
legal and ethical considerations. Asia Pacific Management
Review, 17(4) Retrieved from

3. http://search.proquest.com/docview/1323393284?accountid=728
5
With the advancement in computing applications, comes some
challenges, intellectual property and associated software are
some of the issues which redefine information ethics. The study,
unlike the rest quoted earlier, explores attitudes developed by
users in relation to unauthorized software copying (USC). These
attitudes are influenced by age, gender and ability to engage in
USC activities. The findings of the study indicate that the
factors named influence differently ethical behavior.
The information in the study is verifiable and the investigations
carried out are clearly showed, to a certain degree it can be
tagged as authentic.
Pei-Hsuan Hsieh is a member of the Institute of Information
Management, National Cheng Kung University, Taiwan. Tze-
Kuang Lee is with the Department of Child Care, National
Pingtung University of Science and Technology, Taiwan.
5-Chan, R. Y. K., & Lai, J. W. M. (2011). Does ethical ideology
affect software piracy attitude and behavior? An empirical
investigation of computer users in china. European Journal of
Information Systems, 20(6), 659-673.doi:
http://dx.doi.org/10.1057/ejis.2011.31
Annual revenue loss due to piracy runs into billions of dollars.
In the world’s most populous nation, china is considered one of
the largest markets. The study classifies chines computer users
can be classified into four ethical ideological types, form the
more susceptible to violating piracy laws to the least. Clustering
them helps identify the group that would be likely target
audience for anti-software piracy communications.
The study in a way further explains the issue of intellectual
property, an issue that is yet to be fully resolved.

4. Language Development Hypotheses 1
Term Paper: Language Development Hypotheses
Abrar Awadh
California State University Northridge
CD361
Professor Edward Hall
Abrar Awadh
Professor Edward Hall
CD361
12/6/14
Term Paper: Language Development Hypotheses
The language development is the complex process not only from
the linguistic standpoint but also from psychological and social

5. one, because it occurs in the course of the interaction and
communication between people. Today, the language
development has multiple interpretations and different theories
offer different interpretations of the language development.
Therefore, the language development may be viewed from
different perspectives. However, there is no homogeneous view
on the language development and different theories offer
different explanation of the language development. At this
point, it is possible to refer to the social interactionist theory
based on works of L. Vygotsky, who developed the idea of the
language development through socio-cultural interaction
between individuals. In fact, the development of the social
interactionist theory contributed to the development of the
socially-oriented perspective on language as the consequence of
the social interaction between individuals.
The social interactionist theory holds the premise that the
language development occurs through the social development of
an individual and his/her interaction with his/her social
environment. From the beginning of the life, people start
interacting with their social environment. Babies interact with
their parents and start acquiring language from their parents. As
they start saying first words, they receive a positive feedback
from their parents that encourages them to use these words over
and over again and learn new words from their parents.
Steadily, the scope of the social interaction increases and
individuals start interacting with other meaningful adults as
well as their peers. As their social interactions expand, they
start learning from other people new language patterns and
words. Thus, they develop their language skills and abilities. In
the course of their further development and education, they
enhance their language skills and abilities. For instance, during
professional training they learn specific language which they
use in their work. For instance, health care professionals learn
professional terms and medical concepts which they use in their
work. Hence, they expand their language skills and abilities
during their learning and training through interaction with

6. educators and other students.
From the social interactionist perspective individuals interact
with each other and they apparently need language to maintain
their interaction effectively. Therefore, language turns out to be
a facilitator that contributes to the effective communication and
interaction between individuals. In fact, the social interaction
occurs in the natural way from the beginning of life since
individuals are social beings and they interact with each other.
In such a situation, they use language to communicate with each
other. The more developed their language skills are the more
effectively they communicate. This is why people keep
progressing and developing their language skills and abilities to
maintain the effective communication and interaction with each
other. In such a way, the language development comprises an
integral part of the development of social relations of
individuals.
In this regard, the social interactionist theory justifies the
dependence of the language development on the social
environment of individuals since people cannot develop their
language skills and abilities without the interaction with other
people. At this point, proponents of the social interactionist
theory draw numerous examples, when children, who were
deprived of the possibility to communicate and interact with
people and grew up in isolation from the society had substantial
problems in their language development, while in many cases
they just could not speak at all. These cases prove the
significant role of the social environment and social interaction
in the language development of individuals. At the same time,
the social interaction determines, to a significant extent, the
language development of individuals because through social
interaction individuals learn new language patterns and create
new language patterns that help them to interact with other
people.
On the other hand, the social interactionist theory does not
provide the adequate explanation of the steady progress of the
language development of individuals. In fact, the social

7. interactionist theory links the language development to the
further progress of social relations of individuals in the course
of their development (Gargiulo, 2006). Hence, their
communication skills and their language development become
more and more complex. In such a way, the social interactionist
theory does not give the adequate explanation of different
stages in the language development in relation to the cognitive
development of individuals. Instead, the language development
turns out to be the result of the social experience of individuals
(Gargiulo, 2006). The poor social experience leads to the poor
language development, while the rich social experience leads to
the rich language development.
However, the social interactionist theory does not take into
consideration the psychological peculiarities of individuals and
fail to explain clearly why people may be substantially different
in their language development and language skills. Instead, the
theory just explains variations in the language development by
different social interactions of individuals and different social
relations of individuals. In this regard, researchers (Moerk,
1994) point out that the language development depends not only
on the social experience of individuals but also on their
individual psychological peculiarities and traits of character. In
addition, the social interactionist theory fails to explain the
innate ability of people to use language for communication.
Nevertheless, the social interactionist theory has a number of
strengths along with the revelation of the social background of
the language development (Vygotsky, 2011). In this regard, it is
worth mentioning the revelation of the progress of individual
language development through communication with other
individuals. The social interactionist theory stands on the
ground that complex social interactions lead to the development
of complex language skills and abilities and, therefore,
stimulate the enhancement of individual language skills and
abilities. In such a way, individuals can accelerate their
language development through the development of their social
interactions.

8. Furthermore, the social interactionist theory helps to reveal the
mechanism of the language acquisition from parents to babies
and children at the early age, when the need to interact with
parents and other people virtually forces individuals to use
language to communicate their ideas and desires to their social
environment. In fact, the mechanism of the language acquisition
and development determined by needs of people to interact with
each other explains the further language development because
needs of individuals grow more and more complicated in the
course of time and they develop more and more complex social
interactions that stimulate their further language development
(Moerk, 1994). In such a way, the social interactionist theory
offers the basic model of the language development through the
social interaction, when individuals developing certain language
skills to reach the target social interaction receive a positive
feedback from others, if they use the right language pattern,
preserve it and use it over and over again. Moreover,
individuals develop more complex language patterns expecting
receiving a positive feedback from others. On the contrary, if
they fail to receive a positive feedback in response to certain
language pattern, they abandon this language pattern and do not
use it anymore, unless they receive a positive feedback from
others (Vygotsky, 2011). This mechanism helps to understand
how the language is acquired and how the language
development evolves in the course of the development of social
interactions of individuals. The social interactionist theory
emphasizes the social background of the language development
which is one of the crucial elements of many other language
development theories. At the same time, the social interactionist
theory offers its own interpretation of the impact of the social
interaction on the language development of individuals.
Thus, taking into account all above mentioned, it is important to
place emphasis on the fact that the social interactionist theory
develops the socially-oriented perspective on the language
development. According to the social interactionist theory the
language development occurs through the social interaction

9. between individuals and is fully dependent on such interaction.
Any breaches or failures to interact with the social environment
of individuals can cause substantial problems in the language
development as were many cases of children, who grew up in
isolation from humans or lacking communication and
interaction with people.
References
Gargiulo, R.M. (2006).
Special education in contemporary society: An
introduction to exceptionality. Belmont, CA: Thomson
Wadsworth.
Moerk, E.L. (1994). “Corrections in first language acquisition:
Theoretical controversies and factual evidence,”
International Journal of Psycholinguistics, 10, 33-58

10. Vygotsky, L. (2011). Mind in Society: The Development of
Higher Psychological Processes. New York: Random House.
Appendix
In the course of the current study, ProQuest and Jstore were
used as the main databases to find each source in this paper.
The search strategy included the online search of the target
sources on the ground of key terms, including “language
development theories” and “language development hypothesis”.
Both primary and secondary sources were used in the current
paper. The primary source includes the book, which was written
by L. Vygotsky, one of the founders of the social interactionist
theory. Secondary sources include sources that relate to the
language development and respective theories.