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Social Media Thesis statement: The emergence of social networking sites and use of social media have polarized public perspectives on privacy. While the 21st century has become synonymous with the use and overuse of social media, many experts argue that privacy ought to be maintained in online platforms as way of respecting individual’s right to privacy (Bill et al., 2011). To the contrary, others point out that privacy is long gone and social media users should not have any expectations of privacy. They assert that social media users are always willing to provide private information by revealing their locality, uploading photos of family members and providing intimate information about their lives. Such users should have apparently low expectation of privacy. In fact, Gleibs (2014) discerns that social media users are unconcerned about their privacy and whether they are tracked down. As such, the emergence of social media has led to new perspective on the public domain about privacy issues. This paper explores the various dimension that the debate about social media has taken. .
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Running head: Social Media 5
Social Media
Thesis Statement
The emergence of social media has led to new perspective on the public domain about privacy issues: it has changed the debate about right to privacy.
Annotated Bibliography
Bauerlein, P. (2011). The Digital Divide: Arguments for and Against Facebook, Google, Texting, and the Age of Social Networking. New York: Penguin Group.
Having been a professor of communication, the author explores various arguments that are raised against and for the social media. The book will be instrumental in this research since it tackles the issues surrounding privacy apparent in the emerging age of social media. In particular, the first part of the book is dedicated in analyzing various aspects of privacy that the new media has touched on specifically, Facebook, Twitter and other platforms. The author also includes essays from various renowned authors such as Douglas Rushkoff as well as Todd Gitlin just to mention but two. The author also divides the book into various sections that will be very instrumental in unveiling the security and privacy issues raised by the book. For instance, the book has section name, ‘social and personal life’ that informs the research. In essence, the book is an important primary source of information that will help in approving or disapproving the thesis statement.
Bill, H., Reyns, W. & Fisher, B. (2011). Security in the 21st century: examining the link between online social network activity, privacy, and interpersonal victimization. Criminal Justice Review, 36(1),251-153.
This scholarly article is important and critical as a primary source of information since it synthesizes information from three acclaimed authors and professors. The authors attempt to establish a correlation between contemporary social networks with privacy. The journal also seeks to examine the link between the social networks with interpersonal victimization. Throughout the journal, it is apparent from the inferences made by the authors that there is exists a correlation between social media and the manner in which people perceive their security. As such, the book will not only provide insightful information about new social networking sites but also how they may affect the public perspectives on security. As the authors posit, the social media has also led to privacy issues that do not affect the physical domain of the users but have unprecedented impact on the emotional and psychological aspects of the users. To that end, the journal answers the question, ‘Does social media raise privacy issues especially in the wake of 21st century?’
Gleibs, H. (2014). Turning Virtual Public Spaces into Laboratories: Thoughts on Conducting Online Field Studies Using Social Network Sites. Analyses of Social Issues and Public Policy, 1(1), 1-19.
Gleibs is a renowned author in the field of interpersonal communication. In this journal that provides information not only to public but also shapes the publi.
Antonio Casilli, Yonsei University (Seoul, 198.09.2015) "Four theses on mass ...
Antonio Casilli, Yonsei University (Seoul, 198.09.2015) "Four theses on mass ...Bodyspacesociety Blog
Lecture By Antonio Casilli (Sociologist and Professor of Digital Humanities), September 18th 2015, Centennial Memorial Hall of the College of Liberal Arts, Yonsei UniversityUnpacking the Social Media Phenomenon: Towards a Research Agenda
In this paper, we highlight some of the challenges and opportunities that social media presents to researchers, and offer relevant theoretical avenues to be explored. To do this, we present a model that unpacks social media by using a honeycomb of seven functional building blocks. We then examine each of the seven building blocks and, through appropriate social and socio-technical theories, raise questions that warrant further in-depth research to advance the conceptualization of social media in public affairs research. Finally, we combine the individual research questions for each building block back into the honeycomb model to illustrate how the theories in combination provide a powerful macro-lens for research on social media dynamics.
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Running head Social Media5Social Media.docx
Running head: Social Media 5
Social Media
Thesis Statement
The emergence of social media has led to new perspective on the public domain about privacy issues: it has changed the debate about right to privacy.
Annotated Bibliography
Bauerlein, P. (2011). The Digital Divide: Arguments for and Against Facebook, Google, Texting, and the Age of Social Networking. New York: Penguin Group.
Having been a professor of communication, the author explores various arguments that are raised against and for the social media. The book will be instrumental in this research since it tackles the issues surrounding privacy apparent in the emerging age of social media. In particular, the first part of the book is dedicated in analyzing various aspects of privacy that the new media has touched on specifically, Facebook, Twitter and other platforms. The author also includes essays from various renowned authors such as Douglas Rushkoff as well as Todd Gitlin just to mention but two. The author also divides the book into various sections that will be very instrumental in unveiling the security and privacy issues raised by the book. For instance, the book has section name, ‘social and personal life’ that informs the research. In essence, the book is an important primary source of information that will help in approving or disapproving the thesis statement.
Bill, H., Reyns, W. & Fisher, B. (2011). Security in the 21st century: examining the link between online social network activity, privacy, and interpersonal victimization. Criminal Justice Review, 36(1),251-153.
This scholarly article is important and critical as a primary source of information since it synthesizes information from three acclaimed authors and professors. The authors attempt to establish a correlation between contemporary social networks with privacy. The journal also seeks to examine the link between the social networks with interpersonal victimization. Throughout the journal, it is apparent from the inferences made by the authors that there is exists a correlation between social media and the manner in which people perceive their security. As such, the book will not only provide insightful information about new social networking sites but also how they may affect the public perspectives on security. As the authors posit, the social media has also led to privacy issues that do not affect the physical domain of the users but have unprecedented impact on the emotional and psychological aspects of the users. To that end, the journal answers the question, ‘Does social media raise privacy issues especially in the wake of 21st century?’
Gleibs, H. (2014). Turning Virtual Public Spaces into Laboratories: Thoughts on Conducting Online Field Studies Using Social Network Sites. Analyses of Social Issues and Public Policy, 1(1), 1-19.
Gleibs is a renowned author in the field of interpersonal communication. In this journal that provides information not only to public but also shapes the publi.
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SOFTWARE ENGINEERING
Ninth Edition
Ian Sommerville
Addison-Wesley
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Software Engineering, Ninth Edition, by Ian Sommerville. Published by Addison-Wesley. Copyright © 2011 by Pearson Education, Inc.
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Editor in Chief: Michael Hirsch
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Copyright © 2011, 2006, 2005, 2001, 1996 Pearson Education, Inc., publishing as Addison-Wesley. All
rights reserved. Manufactured in the United States of America. This publication is protected by copyright,
and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a
retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or likewise. To obtain permission(s) to use material from this work, please submit a written
request to Pearson Education, Inc., Permissions Department, 501 Boylston Street, Suite 900, Boston,
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Many of the designations by manufacturers and seller to distinguish their products are claimed as trade-
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the designations have been printed in initial caps or all caps.
Library of Congress Cataloging-in-Publication Data
Sommerville, Ian
Software engineering / Ian Sommerville. — 9th ed.
p. cm.
Includes index.
ISBN-13: 978-0-13-703515-1
ISBN-10: 0-13-703515-2
1. Software engineering. I. Title.
QA76.758.S657 2011
005.1—dc22
2009053058
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ISBN 10: 0-13-703515-2
ISBN 13: 978-0-13-703515-1
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Software Engineering, Ninth Edition, by Ian Sommerville. Published by Addison-Wesley. Copyright © 2011 by Pearson Education, Inc.
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up an internal software applications training program. The training program will teach employees how to use Microsoft software programs such as Vista, Word 2010, Excel 2010, PowerPoint 2010, Access 2010, and Project 2010. Courses will be offered in the evenings and
on Saturdays and taught by qualified volunteer employees. Instructors will be paid $40 per
hour. In the past, employees were sent to courses offered by local vendors during company
time. In contrast, this internal training program should save the company money on training
as well as make people more productive. The Human Resources department will manage the
program, and any employee can take the courses. Employees will receive a certificate for completing
courses, and a copy will be put in their personnel files. The company is not sure which
vendor's off-the-shelf training materials to use. The company needs to set up a training classroom,
survey employees on desired courses, find qualified volunteer instructors, and start offering
courses. The company wants to offer the first courses within six months. One person
from Human Resources is assigned full time to manage this project, and top management has
pledged its support.
1. Project Scope Management
Create a WBS for this project and enter the tasks in Project 201 0. Create milestones
and summary tasks. Assume that some of the project management tasks you need
to do are similar to tasks from the Project Tracking Database example. Some of the
tasks specific to this project will be to:
a. Review off-the-shelf training materials from three major vendors and decide
which materials to use.
b. Negotiate a contract with the selected vendor for its materials.
c. Develop communications information about this new training program. Disseminate
the information via department meetings, e-mail, the company's intranet,
and flyers to all employees.
d. Create a survey to determine the number and type of courses needed and
employees' preferred times for taking courses.
e. Administer the survey.
f. Solicit qualified volunteers to teach the courses.
g.
h.
Review resumes, interview candidates for teaching the courses, and develop a
list of preferred instructors.
Coordinate with the Facilities department to build two classrooms with 20 personal
computers each, a teacher station, and an overhead projection system
(assume that Facilities will manage this part of the project).
i. Schedule courses.
j. Develop a fair system for signing up for classes.
k. Develop a course evaluation form to assess the usefulness of each course and
the instructor's teaching ability.
I. Offer classes.
2. Project Time Management
a. Enter realistic durations for each task and then link appropriate tasks. Be sure
that all tasks are linked in some fashion to the start and end of the project. Use
the Project Tracking Database as an example. Assume that you have six mont.
Soft skills are most often characterized as the personal attribu.docx
Soft skills are most often characterized as the personal attributes that make up the interpersonal and intrapersonal aspects of an individual. Soft skills can include attitude, manners, social skills, the ability to communicate, listen, delegate, resolve conflicts, work as a team player, adapt to change, and work hard.
The term “soft skills” is not an indication on their importance; in fact, it can be argued that soft skills are more important to character and success you might achieve. Soft skills are compared to, and more specifically complement, a person’s “hard skills” which are the specific skills required for a job. For example, the soft skills necessary for a leader in an organization would be vision, social skills, emotional intelligence, empathy, work ethic, communication, and flexibility while the hard skills would be execution, organization, knowledge of computer programs, a second language, planning, coordinating and a thorough understanding of the organization’s policies and procedures.
In the previous section, many soft skills have already been discussed. You practice a variety of soft skills every day as a matter of fact. They occur so naturally you may not even notice them or have never spent time to realize strengths that you regularly exhibit. Identifying your soft skills will give you talking point in interviews and in promotion discussions, as well as give you new goals and areas to improve upon.
Critical Soft Skills
The following is a list of primary soft skills that just about every employer is looking for from their staff. It is no means inclusive as soft skills refer to an often intangible set of abilities that to some degree are engrained in everyone. While the primary soft skills are generally agreed upon as important in any job capacity, there are countless others that are deemed imperative as well (See Module 3: Personal and Career Evaluation). Depending on the job or function you are performing, these may be just as imperative as the ones listed below but not as universal. Review the following and determine which areas are personal strengths and which are areas in need of improvement.
· Communication. Communication permeates just about every aspect of both personal and professional endeavors. It is associated with active listening, comprehension, and clear expression of thoughts and ideas. It includes oral, written, and non-verbal types. To improve your communication skills, focus on both what you are saying and how you are saying it, and always remember that receiving information is just as crucial as providing it so practice active listening instead of just thinking of what to say next.
· A Good Work Ethic. Your work ethic is the sum of your attitude, actions, and guiding values. It is how company leadership knows that you are trustworthy and have the best interests of the organization at heart. A good work ethic is demonstrated through your decisive behavior, motivation, and dedication. You cannot .
Software Design Specification Document (SDD) By Da.docx
Software Design Specification Document (SDD)
By David M. Jones
November 16, 2014
Table of Contents
1. Introduction ……………………………………………………………………………………………… 1
1.1 Purpose ……………………………………………………………………………………… 1
1.2 Scope …………………………………………………………………………………………. 1
1.3 Definitions and acronyms …………………………………………………………… 1
2. References ……………………………………………………………………………………………….. 1
3. Decomposition description ………………………………………………………………………. 2
3.1 Module decomposition ……………………………………………………………… 3
3.2 Concurrent process decomposition ………………….………………………. 9
3.3 Data decomposition ………………………………………………………………… 10
4 Dependency description …………………………………………………………………………. 11
4.1 Intermodule dependencies ……………………………………………………… 13
4.2 Interprocess dependencies ……………………………………………………… 14
4.3 Data dependencies ………………………………………………………………….. 15
5. Interface description …………………………………………………………………….………… 16
5.1 Module description …………………………………………………………….……. 16
5.2 Process description ………………………………………………………………….. 24
6. Detailed design ……………………………………………………………………………….….….. 25
6.1 Module detailed design ………………………………………………….………. 25
6.2 Data detailed design ……………………………………………………….….…… 30
1. Introduction
1.1 Purpose
This document’s purpose is to document the set of requirements for the development of a software
management system for a bed and breakfast operation. It describes how reservations and financial
transactions are made. It also specifies the human to computer graphical user interface screens.
1.2 Scope
This Bed and Breakfast Management System enables a the automated operation of a 3 bedroom bed and
breakfast business. Customers can call the Bed and Breakfast reservation phone number and give desired
reservation dates. A staff member can check the available and give the daily price rate for each room. The
customer can provide a reservation guarantee date. The guest reservation information will be entered by
the staff member while the customer is on the phone. After the stay, there is a check out process.
Additionally the owner can generate a profit report to monitor the financial status of the operation.
1.3 Definitions
a. BBMS – Bed and Breakfast Management System
b. Reservation – A room assigned to a guest stay for a specific date range
c. Guarantee – Financial contract between the management of the bed and breakfast and a guest that
a room reservation will be available to the guest
d. Workflow – Sequential steps needed to accomplish a task
e. Domain Object – A computer entity that holds information for a given function
f. User interface – A computer graphical element that enables the user to interact with the software
g. GUI – Graphical User Interface which the method by which the user interacts with the BBMS
2. References
IEEE. Std 1016-1998 IEEE Recommended Practice for Software Design Descriptions. IEEE Computer Society,
1998.
3. Decomposition description
Entity Rel.
Software Engineering Capstone .docx
Software Engineering Capstone 1
SWE481: Software Engineering Capstone
Phase 2 IP Software Engineering Methodologies
July 21, 2014
Contents
3Phase 1 Project Outline
3Development Methodology
4Phase 2 Software Production
4Requirements
5Design
6Application Architecture
7Music Player Main Screen
8Class Diagram
9Use Case Diagram
10Phase 3 Rapid Development (TBD)
11Phase 4 Project Scheduling (TBD)
12Phase 5 Project Risks (TBD)
13References
Phase 1 Project Outline
The project that our team is proposing is that of a mobile music application. This application will be a front end application that uses already in place internet services. The project involves. The mobile will contain free listening for radio and a paid listening subscription for user selected content. The application will be multiplatform based and be useable on iOS, Android, Windows 8.x. The application will also be integrated with social media sites such as Facebook and Google +, to name a few. There will be 6 phases for this project to include the following;
1. Pilot Application
2. Radio module
3. Subscription module
4. Social Media Module
5. Project CloseDevelopment Methodology
The development methodology will be that of Iterative/Incremental that allows for breaking up the project into small digestible chunks and is easy to understand. This method is similar to making small waterfalls out of each iteration of the software. This method allows for quick testing and customer feedback. This is best suited for small teams that support parallel coding and testing which will be used in this project. The ability to release the product in 90 to 120 days below budget is planned.Phase 2 Software Production
Requirements
The requirements gathering sessions will be completed by formal meetings, chat and email interaction. This will be done due to the various locations of the stakeholders and team members in this project. The original project inception and the requirements for the agreed upon project were gathered by email correspondence between the team members. The group leaded compiled a list of the initial requirements and this was discussed during a live chat meeting. The requirements are as follows;
· Initial pilot app (includes account creation)
· Player Module to include equalizer module ( Includes 5 bans of equalization)
· Radio module (search for music interest)
· Subscription module (create playlists, add music to library)
· Social media module
· Project close
· Application will operate across multiple platforms (Supports iOS, Android, Windows 8.x)
· Paid subscription for direct listening
· Free listening for radio playlists
· App will use backend services already exist from current website
· App will integrate into existing backend services
The first 5 requirements are functional requirements and the remaining 7 requirements are non functional requirements. The functional re.
Strength–Based Approaches PaperCovering Displaced Homemake.docx
Strength–Based Approaches Paper
Covering
Displaced Homemakers
People over 60
·
All key elements of the assignment are covered in a substantive way.
o
The learning team selected a special population from those listed in University of Phoenix Material: Strength-Based Approaches and included the following topics:
·
Problems faced by special populations in society
·
Strengths of these special populations and how those strengths can enhance individual and community empowerment
·
Combining Western healing approaches with traditional indigenous healing approaches to enhance solutions for the individual and community
The content is comprehensive and accurate.
.
Sociology Project CLASSROOM .docx
Sociology Project
CLASSROOM “COMPARATIVE CULTURE” STUDY
Write an essay comparing / contrasting the classroom culture of three
different teachers (Do not use actual names – substitute “Teacher A”, etc.)
A. Describe the class as a culture. Include:
· General atmosphere of class
· Seating patterns (e.g., students sitting toward back, male/female division, etc.)
· Rules – formal and informal
· Teacher’s mannerisms, attitude, teaching method / style.
B. Assess student comfortability and productivity in each setting.
C. As you write the essay, attempt to determine whether classroom culture has an impact on students’ lives / attitudes and, if so, what that impact might be.
.
Socometal Rewarding African WorkersBy Evalde Mutabazi and C. B.docx
Socometal: Rewarding African Workers
By: Evalde Mutabazi and C. Brooklyn Derr
It was a most unusual meeting at a local café in Dakar. Diop, a young Senegalese engineer who was educated at one of Frances’s elite engineering grandes ‘ecoles in Lyon, was meeting with N’Diaye, a model factory worker to whom other workers from his tribe often turned when there were personal or professional difficulties. N’Diaye was a chief’s son, but he didn’t belong to the union and he was not an official representative of any group within the factory.
Socometal is a metal container and can company. While multinational, this particular plant is a joint venture wherein 52 percent is owned by the French parent company and 48 percent is Senegalese. Over the last twenty years Socometal has grown in size from 150 to 800 employees and it has returns of about 400 million FCFA (African francs) or $144 million. The firm is often held up as a model in terms of its Africanization of management policies, whereby most managers are now West African with only 8-10 top managers coming from France.
During the meeting N’Diaye asked Diop if he would accept an agreement to pay each worker for two extra hours in exchange for a 30 percent increase in daily production levels. If so, N’Diaye would the guarantor for this target production level that would enable the company to meet the order in the shortest time period. “If you accept my offer,” he said with a smile, “we could even produce more. We are at 12,000 (units) a day, but we’ve never been confronted with this situation. I would never have made this proposal to Mr. Bernard but, if you agree today, I will see that the 20,000 (unit) level is reached as of tomorrow evening. I’ll ask each worker to find ways of going faster, to communicate this to the others and to help each other if they have problems…”
Mr. Olivier Bernard, a graduate of Ecole Centrale in Paris (one of Frances’s more prestigious engineering schools), was the French production manager, and Diop was the assistant production manager. Mr. Bernard was about 40 and had not succeeded at climbing the hierarchal ladder in the parent company. Some report that this was due to his tendency to be arrogant, uncommunicative and negative. His family lived in a very nice neighborhood in Marseille, and it was his practice to come to Dakar, precisely organize the work using various flowcharts, tell Diop exactly what was expected by a certain date and then return to France for periods of two to six weeks. This time he maintained that he had contracted a virus and needed to return for medical treatment.
Shortly before Mr. Bernard fell ill, Socometal agreed to a contract requiring them to reach in short time a volume of production never before achieved. Mr. Bernard, after having done a quick calculation, declared, “We’ll never get that from our workers--- c’est impossible!” After organizing as best he could, he left for Marseille.
Diop pondered what N’Diaye had propos.
Sociology and General Education [1964]By Robert Bierstedt.docx
Sociology and General Education:
[1964]
By Robert Bierstedt
Sociology has many uses that are alike unsung and unappreciated. Some of these uses pertain not to its function as an instrument in the acquisition of knowledge but to a rather different kind of function—its function in the course and process of education. I am inclined to think in fact, as I hope the following remarks will show, that sociology is one of the most valuable of all of the disciplines in the university curriculum and that one of its most distinctive virtues lies precisely and centrally in the realm of general education.
Those of us who are engaged in the sociological enterprise ourselves tend to think—perhaps inevitably—that sociology is for sociologists, or at least for those who want to become sociologists. In our colleges and universities, however, we teach sociology to many more than these. It has been estimated that only two per cent of undergraduate students major in sociology and that only three per cent of this statistically small figure go on to do graduate work in sociology. The vast majority, in short, study sociology with no vocational or professional purpose. They appear in our undergraduate classes and study our introductory texts either because sociology is required as a supplementary subject in a closely related curriculum or because it satisfies a social science requirement in a curriculum for which another science would do equally well. There are those in addition, we may suppose and hope, who study sociology without being required to do so because it satisfies some wayward or vagrant curiosity of their own, because it stimulates an intellectual interest, because it has its own intrinsic fascination. This paper examines some of the educational and cultural advantages that sociology has to offer these other groups of students, particularly the last, comprised of those who have no intention of making a career in the field and who have no professional requirement to satisfy. I propose to show, in short, that sociology has an important role to play in general education, a role that is wholly commensurate with and sometimes even superior to the roles played by such older disciplines as history, literature, and philosophy. I shall maintain that sociology has many virtues that contribute to the cultivation of the intellect and that it merits a high rank. therefore, among the liberal arts and sciences.
The Liberated Mind:
The first of the educational virtues of sociology is that, like all al the liberal arts, it liberates the student from the provincialism of time, place, and circumstance. One of the great disabilities al those who have been denied the benefits of education is their parochialism, their attachment to the narrow corner of earth wherein they dwell. These are the people—and unfortunately they are the vast majority of mankind—who retain throughout their lives a primitive loyalty to their initial culture. For the uneducated t1 initial culture .
Sociological Observation of a Sporting Event Student Name .docx
Sociological Observation of a Sporting Event
Student Name: Connie Hutson Event: Basketball Game Date of Observation: September 09,2012 CharacteristicObservations/CommentsSetting or
EnvironmentThe setting for the basketball game is at the Oklahoma arena. This indoor setting is incredibly lively, and all the components, such as the lighting, sound systems and the seating are well organized. ParticipantsThere are two teams competing for the Western Conference title. There is a great disparity in the ages of the participants, with the youngest player being 19 years of age whereas the oldest is 31 years of age. Many of the players, approximately 75%, are black whereas the rest are either White or Hispanic. I have observed that the game plays a major role in bridging the racial gap between the players, because they work harmoniously and seem to understand each other exceptionally well, regardless of their racial differences. Attendees/
FansThere are many attendees (approximately 30,000). Most of them are energetic, and the mood is exceptionally electrifying. There are various entertainers that are dancing and amusing people, before the game starts and during the short intervals, when the teams break in- between the quarters. Most of the fans are male which are from all age brackets; there is also a substantial number of females, especially young females below the age of 30. There are also some media personalities who have come to provide coverage of the event. Dress/Attire/
StyleThe players have their matching shorts and sleeveless t-shirts. Most of the fans are dressed in casual sporting attire, most notably- tracksuits and t-shirts. Behaviors ObservedThe fans are very buoyant and intermittently resort to singing and chanting to motivate their team. There is also a high level of interaction, with fans supporting the same event. Through watching this sport, I have come to the realization that basketball is a unifying sport. The fans, although they do not know each other, interact with each other as they share the proceedings of the game. Ambiance/
AtmosphereThe atmosphere is incredibly dynamic, with the fans cheering their teams, and singing songs of praise whenever their teams make a basket. Apart from the fans, there are also a number of female entertainers dancing and performing for the crowd during the intermissions. SymbolsThere are many symbols inherent in this basketball game. The referee mainly uses hand symbols, to inform the players and the fans of decisions unfolding, as the game continues. The fans have also come with many banners showing support for their teams. Other
ObservationsThere is some distinctive knowledge and/or language that characterize this sport. Most of the fans, as well as all the players, are familiar with the language, which includes a number of rules that govern the game.
© Colorado Technical University 2011
1
Sociological Observation of a Sporting Event
Student Name: Connie Hutson Even.
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