For several years libraries, especially larger libraries and research libraries, have been more and more desperately seeking systems and tools to help them manage electronic resources for several years. To date, most libraries seeking support for the full life cycle of electronic resource management (ERM) from selection through purchase, access, license management, and renewal or cancellation, have had to build their own systems, and many have done so. In addition to these homegrown systems, commercial sources have emerged to support ERM: there are those from third party serial and/or serial data vendors, such as EBSCO, SerialsSolutions, and TDNet; and those from major vendors of integrated library systems (ILS), such as Innovative Interfaces Inc. (III), which has an ERM system currently on the market, and other ILS vendors who are in varying stages of developing ERM functionality.[1] This article is an overview of the latter market.

M.Comm. (Business Management) / The overall goal of this short dissertation is to investigate the influence of Facebook on the consumer decision-making process of students at a comprehensive university. The five phases of the consumer decision-making process will be atthe core ofthis study; (1) Problem recognition, (2) Information search, (3) Evaluation of alternatives, (4) Purchase, (5) Post-purchase. Included inthe study is the profile of consumers who use Facebook, the general trends surfacing from the use of online activities, an investigation into each of the five phases mentioned that contribute to the influence Facebook exerts. And ultimately, indicating that Facebook has various degrees of influence ornoinfluence on the different phases inthe consumer-decision making process. This study, through a self administered drop-off questionnaire whose valid respondents (total of 325 respondents), provided information about the respondents' demographic profile, online activities and behaviour along the five phase consumer decision-making process. As the topic of this study was about the usage of Facebook, the sample set qualifier was that having a Facebook profile was a prerequisite. The statistical techniques used in the study were based on descriptive analysis which enabled the analysis of the data with regard to the relationship of the variables whereby the data was easily summarised and understood. The other statistical technique used was factor analysis whereby the reliability and validity of the data was verified and further relationships between the variables were examined. The findings indicate that respondents exhibited actions influenced by Facebook in the first two phases of the decision making process (Problem recognition and Information search), than was evident in the remaining three phases. This framework provides the basis forfurther investigation into the influence of Facebook in the areas of problem recognition and information search and provides the opportunity for marketers to position themselves in a way that will address the two phases bybeing present on the Facebook platform.

A dissertation submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, Wits Business School to fulfilments of the requirements of a Master of Management by Research 30 March 2015 / Our understanding of the psychological construct of sense of community has been developing steadily, particularly since the publication of the seminal work by McMillan and Chavis (1986). Pertinent to this study, the sense of community construct has been applied to the virtual world, leading to the concept of sense of virtual community (SoVC), that is, a sense of community felt by members of a virtual community. This study synthesises the findings of the extant literature to build a multi-dimensional model of sense of community. Moving to a specific context, this study examines SoVC among members of cause-related virtual communities. Examples of such communities can be found in the Facebook communities that have developed around the various branches of the Red Cross and of World Vision. Among members of such communities, some level of support for the mediating cause organisation can be presumed to exist. This is referred to in this dissertation as Passion for the Cause (PFC). Empirical and theoretical work on the interaction between SoVC and PFC is lacking. This study investigates the extent to which SoVC and PFC are associated and seeks to bring clarity to the nature of the association. The research instrument was an online self-completion survey. The Facebook pages of South African cause organisations were used to invite community members to complete the survey. Respondents were participants in the Facebook-based communities of South African cause organisations (n = 67). The research instrument included a scale for SoVC (12 items) and a scale for PFC (6 items). An exploratory factor analysis was done to identify the latent factors of SoVC in this context. Adequate support was found for the conceptualisation of three factors of SoVC, namely, General Benefit, Friendship, and Helping. This was followed by a series of multiple regression analyses aimed at testing the relationships between PFC and SoVC and its factors. SoVC and PFC were found to be highly correlated. Furthermore, PFC was found to significantly predict SoVC. It was also found to predict the SoVC factor conceptualised as General Benefit. Finally, SoVC was found to predict PFC. Notably, PFC was found to be less able to predict SoVC than was SoVC able to predict PFC. Implications for the moderators of cause-related virtual communities are discussed. / MB2016

This study used a training package to teach social media safety skills, using Facebook, to adolescents and young adults diagnosed with autism spectrum disorders in a small group setting. Participants were taught to decline, block and report when they received a lure from someone that they do not know. A multiple baseline design across lures demonstrated the effects of the intervention on participant performance. Results confirmed an increase in social media safety skills performed by all participants. Participants were able to maintain this skill set once the training package was removed. Spontaneous generalization was demonstrated by all participants for some lures. Generalization of social media safety skills was demonstrated across participants in a setting where they did not receive instruction. Limitations and implications for future research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

En la presente tesis se realiza una propuesta de solución para la fuerza de ventas en las distribuidoras mayoristas. Dicha solución se plantea a través de un aplicativo móvil que permita el acceso a la información de la empresa como el monitoreo de dichos empleados, un aplicativo web el cual permite visualizar el monitoreo mencionado y será simulada sobre una red VPN Móvil. Esta tesis está estructurada de la siguiente manera: En el capítulo 1 se detallan el estado del arte de la cadena de suministros, la fuerza de ventas, antecedentes y estado actual de la red móvil en el país, estado de la red VPN Móvil y los aplicativos móviles. En el capítulo 2 se define la red VPN Móvil y sus partes, la red UMTS (3G) y su arquitectura. En el capítulo 3 se hace el diseño e implementación de la solución definiendo la arquitectura, el diagrama y diseño de los aplicativos a implementar. En el capítulo 4 se hace la simulación de la red VPN Móvil explicada en el capítulo 2 y el flujo del aplicativo móvil; se analiza los resultados obtenidos. Por último, en el capítulo 5 se realiza un análisis económico de cuan beneficioso resulta la utilización del aplicativo de fuerza de venta sobre dicha red para las empresas mayoristas. / Tesis

Orientadora: Maria do Rosário Gomes Lima da Silva / Banca: Daniela Nogueira de Moraes Garcia / Banca: Mariangela Braga Norte / Resumo: Inovar nas práticas de ensino de leitura e escrita tem se tornado uma necessidade crescente para os profissionais da educação, tendo em vista que os grandes avanços, sobretudo na área de comunicação, têm criado novas demandas nas práticas docentes. Refletindo a este respeito, esta pesquisa de cunho netnográfico, qualitativo, visa investigar em que medida os textos multissemióticos autorais ou não, veiculados na mídia social Facebook, podem impulsionar as práticas de ensino de Língua Portuguesa no 8º ano dos Anos Finais do Ensino Fundamental de uma Escola Pública, bem como auxiliar o docente a fim de complementar o currículo por meio de práticas mais significativas, produzindo alunos leitores mais críticos e autônomos. Nessa perspectiva, discute-se a concepção de língua, de sujeito (aluno), de aula em ambiente virtual, e de língua em uso; contemplando, também, a noção de Gêneros Textuais, seguida da contextualização do uso da Internet, das mídias sociais como Facebook e suas ferramentas de interação. Propõe-se uma discussão sobre a influência das mídias sociais na modernidade, e como elas se inserem no cotidiano escolar, a arquitetura da mídia virtual Facebook e suas possibilidades como um ambiente gestor e facilitador de práticas de multiletramentos. Discorre-se, ainda, sobre a multimodalidade dos gêneros veiculados no Facebook, como esses gêneros discursivos podem melhorar a interação e o comprometimento do aluno na autoaprendizagem e na aprendizagem colaborativa em ambiente... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Innovating in reading and writing teaching practices has become a growing need for professionals in education, once that the major advances, especially in the area of communication field have created new demands on teaching practices. Concerning these issues, this qualitative netnographic research intends to investigate the extent to which (non)authoral texts, served on Facebook social media can boost the Portuguese Language teaching practices in the 8th grade of elementary public school, and help the teacher to complement the curriculum through more significant practices, producing more critical and independent readers. Under this light, it is discussed the language conception, as well as the subject (student), class in a virtual environment and language in use; adding to this the Text Genre notion, the context of internet use, the social media such as Facebook and its interactive tools. It is purposed a discussion of the influence of social media in modern times and how they fit into the school routine, the virtual media Facebook architecture and its potential as a manager and enabling environment of multiliteracies practices. Then it is also discussed the multimodality of advertising text genres run on Facebook, as these genres can improve interaction and student engagement in self-learning and collaborative learning in virtual environments. To close the chapter, digital literacy is discussed. As regards the methodology, the theoretical study is faced with a field survey on Facebook, in a virtual 8th-grade classroom (Final Years of Elementary School) created for this research. Data collection comprised the summarizing of books, newspapers, magazines, textbooks "Student's book" (Portuguese Language curriculum for the 8th grade of elementary school), questionnaires for students, injunctive multimodal texts worked in the virtual room, and students' productions in Facebook... (Complete abstract click electronic acess below) / Mestre

Many protection mechanisms in computer security are designed to enforce a configurable policy. The security policy captures high-level goals and intentions, and is managed by a policy author tasked with translating these goals into an implementable policy. In our work, we focus on access control policies where errors in the specified policy can result in the mechanism incorrectly denying a request to access a resource, or incorrectly allowing access to a resource that they should not have access to. Due to the need for correct policies, it is critical that organizations and individuals have usable tools to manage security policies. Policy management encompasses several subtasks including specifying the initial security policy, modifying an existing policy, and comprehending the effective policy. The policy author must understand the configurable options well enough to accurately translate the desired policy into the implemented policy. Specifying correct security policies is known to be a difficult task, and prior work has contributed policy authoring tools that are more usable than the prior art and other work has also shown the importance of the policy author being able to quickly understand the effective policy. Specifying a correct policy is difficult enough for technical users, and now, increasingly, end-users are being asked to make access control decisions in regard to who can access their personal data. We focus on the need for an access control mechanism that is usable for end-users. We investigated end-users who are already managing an access control policy, namely social network site (SNS) users. We first looked at how they manage the access control policy that defines who can access their shared content. We accomplish this by empirically evaluating how Facebook users utilize the available privacy controls to implement an access control policy for their shared content and found that many users have policies are inconsistent with their sharing intentions. Upon discovering that many participants claim they will not take corrective action in response to inconsistencies in their existing settings, we collected quantitative and qualitative data to measure whether SNS users are concerned with the accessibility of their shared content. After confirming that users do in fact care about who accesses their content, we hypothesize that we can increase the correctness of users' SNS privacy settings by introducing contextual information and specific guidance based on their preferences. We found that the combination of viewership feedback, a sequence of direct questions to audit the user's sharing preferences, and specific guidance motivates some users to modify their privacy settings to more closely approximate their desired settings. Our results demonstrate the weaknesses of ACL-based access control mechanisms, and also provide support that it is possible to improve the usability of such mechanisms. We conclude by outlining the implications of our results for the design of a usable access control mechanism for end-users.

本論文旨在探討YouTube上的博客怎樣演繹他們線上的身份。本文重點探討三個在視頻上用語言表達的方法，分別是說話、字幕和註解。YouTube是一個網上流行的視頻分享網站，但也可以視為進行社交的一個平台。是次研究採用三個語言學的層面探討問題，分別是言語行為、觀點和反諷。在多媒體研究的層面下，言語行為在研究中被重新定義為溝通行為。本研究旨在了解博客如何用多媒體的溝通表達方法表達言語行為、觀點和反諷，以至如何演繹他們線上的身份。 / 是次研究探討六個常博客，結合了定量和質量的分析方法。視頻在語言表達方法的框架下被輯錄，然後用兩個層面去分析。本研究首先詳細探討每一個表達方法有什麼不同的用處，然後在探討這些方法結合後怎樣表達語言。 / 本研究採用社會學的方法，目的在探討先前題過的方法怎樣表達出博客的身份，重點在博客如何以反諷表達。是次研究結果亦指出博客如何學會在YouTube上講和寫，以達到他們想有更多影片觀看者的動力。 / 本論文表現出一個傳統的言語行為理論怎樣在線上多媒體的研究上發揮作用。言語行為能被重新定義為多個小事件的結合。研究亦發現了新的言語行為種類，而這些種類是多媒體溝通才能遇見得到的。本研究解釋了反諷如何在線上多媒體進行表現和內涵的語言是並存的。本研究亦討論了博客線上和線下的身份如何取得平衡。 / 本論文提出了本研究採用的方法與傳統研究的方法有什麼抵觸，尤其是在資料收集方法和研究倫理的層面上。本論文提出機密度和匿名度如何在線上研究收到對待。 / This thesis is an investigation into the identity performance of YouTube vloggers (videobloggers), with emphasis on how that is achieved linguistically by three modes of communication available in a video: speech, subtitle, and annotation. YouTube is a popular video-sharing site that is also seen as a platform for social networking. The study looks into three aspects of linguistic analysis: speech act analysis, stancetaking, and verbal irony. Speech acts in this study are redefined as communicative acts to suit the multimodal nature of YouTube vlogs. This study aims to understand vloggers’ identity performance by investigating the use of communicative modes to perform communicative acts, stances, and irony. / Six vloggers participated in the study, which adopted a mixed method approach to data collection and analysis, alchemizing quantitative counting analysis with qualitative interview methods. Vlogs from the informants were transcribed with respect to the three modes of communication of interest, and analyzed in two ways. First, the modes were analyzed separately, revealing how vloggers use these modes differently. Next, the modes were investigated as a whole, looking into the essence of multimodal communication: how cross-modal interactions (mode-mixing and mode-switching) are performed. / A socialistic approach to discourse was adopted to investigate how the aforementioned performance of communicative acts informs vloggers’ identity performance. More specifically, this study looked at how irony is realized by communicative acts and alternations of stances, and how the performance of irony is related to the vloggers’ online identity performance. Findings also revealed vloggers’ learning of how to speak and write in order to become popular and attract more viewers, which is one of their motivations of vlogging. / This thesis demonstrates that the traditional linguistic model of speech acts can be adapted to the context of online multimodal communication with adjustments in definition: by seeing acts as a combination of microevents which interact to make meaning. The study also reports on newly identified categories of communicative acts made possible by multimodal discourse. The investigation reveals how irony is realized in multimodal communication, in which the surface and intended meaning are both present. The study discusses how these practices inform the performance of vloggers’ online identity, and how online and offline identities are maintained in balance. / The methods adopted in the study raise questions of how traditional conducts of research should be understood in the context of online research, particularly in the realm of data collection methods and research ethics. This thesis includes a thorough discussion of how confidentiality and anonymity are treated in this context. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Lien, Feng Pierre. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 140-146). / Abstracts also in Chinese. / Abstract (English) --- p.ii / Abstract (Chinese) --- p.iv / Acknowledgements --- p.vi / Table of Contents --- p.viii / List of Figures and Tables --- p.xii / Transcription Conventions --- p.xv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1. --- Overview --- p.1 / Chapter 1.2. --- The Advent of Web 2.0, YouTube, and Social Networking: An Auto-ethnographic Account --- p.1 / Chapter 1.3. --- YouTube: An Overview --- p.4 / Chapter 1.3.1. --- The Mechanics of YouTube --- p.5 / Chapter 1.3.2. --- From an Epistemic to an Affective Site: Social Networking on YouTube --- p.9 / Chapter 1.3.3. --- Identity Construction on YouTube --- p.12 / Chapter 1.4. --- From Experience to Theory: Perspectives Taken in this Study --- p.14 / Chapter 1.5. --- Research Aims and Research Questions --- p.16 / Chapter 1.6. --- Organization of the Thesis --- p.17 / Chapter Chapter 2 --- Literature Review --- p.19 / Chapter 2.1. --- Introduction --- p.19 / Chapter 2.2. --- Orality and Literacy --- p.20 / Chapter 2.3. --- Computer-Mediated Communication (CMC) --- p.22 / Chapter 2.3.1. --- Past Studies of CMC and Computer-Mediated Discourse (CMD) --- p.23 / Chapter 2.3.2. --- Cyberdiscursivity: When Orality and Literacy are not enough --- p.26 / Chapter 2.3.3. --- YouTube as a CMCMD --- p.28 / Chapter 2.4. --- Linguistic Discourse and Multimodality --- p.30 / Chapter 2.4.1. --- Cross-modal interaction: Mode-switching and Mode-mixing --- p.32 / Chapter 2.5. --- Language and Identity in CMC --- p.34 / Chapter 2.5.1. --- Identity Performance in CMC --- p.35 / Chapter 2.5.2. --- Multimodal Identities in CMC --- p.39 / Chapter 2.5.3. --- Identity and Stancetaking in CMD --- p.40 / Chapter 2.6. --- Language as Performatives: Speech Acts and Communicative Acts --- p.42 / Chapter 2.6.1. --- Speech Acts in CMC: Expanding the Framework --- p.45 / Chapter 2.6.2. --- Identity and Playfulness in CMC --- p.46 / Chapter 2.6.2.1. --- Humor and Irony in CMC --- p.47 / Chapter 2.6.2.2. --- Irony and Communicative Acts --- p.50 / Chapter 2.7. --- Summary --- p.51 / Chapter Chapter 3 --- Methodology --- p.53 / Chapter 3.1. --- Introduction --- p.53 / Chapter 3.2. --- Reprise of Research Aims and Research Questions --- p.53 / Chapter 3.3. --- Multiple-Case Study --- p.54 / Chapter 3.3.1. --- Informants --- p.55 / Chapter 3.4. --- Data Collection --- p.57 / Chapter 3.4.1. --- Vlog linguistic transcriptions --- p.57 / Chapter 3.4.2. --- Interview Data --- p.61 / Chapter 3.5. --- Procedure --- p.63 / Chapter 3.6. --- Pilot Study with Lindsey --- p.65 / Chapter 3.7. --- Challenges and Insights in Online Methodological Design --- p.68 / Chapter 3.7.1. --- Online Interviews --- p.68 / Chapter 3.7.2. --- Ethics of Online Research --- p.70 / Chapter 3.8. --- Summary --- p.73 / Chapter Chapter 4 --- Communicative Acts and Irony on Vlogs --- p.75 / Chapter 4.1. --- Introduction --- p.75 / Chapter 4.2. --- Overview of Vloggers and Their Vlogs --- p.75 / Chapter 4.3. --- Communicative Act Analyses --- p.76 / Chapter 4.3.1. --- Intra-semiotic Analysis --- p.77 / Chapter 4.3.2. --- Inter-semiotic Analysis --- p.82 / Chapter 4.5. --- Summary --- p.91 / Chapter Chapter 5 --- The Case of Lindsey --- p.93 / Chapter 5.1. --- Introduction --- p.93 / Chapter 5.2. --- Profile of Lindsey --- p.93 / Chapter 5.3. --- Learning to Write on Vlogs: Establishing Identity through Idioms of Practice . --- p.95 / Chapter 5.4. --- Subtitling a Vlog: Stancetaking, Contradiction, and Irony --- p.101 / Chapter 5.5. --- Identity on and off YouTube --- p.110 / Chapter 5.6. --- Summary --- p.113 / Chapter Chapter 6 --- The Case of Ron --- p.114 / Chapter 6.1. --- Introduction --- p.114 / Chapter 6.2. --- Profiling Ron --- p.114 / Chapter 6.3. --- Blending in: Becoming a Part of the YouTube Community --- p.115 / Chapter 6.4. --- Question of the Week: Expansion of Idioms of Practice and Playfulness --- p.117 / Chapter 6.5. --- Ron’s Identity Performance --- p.122 / Chapter 6.5.1. --- Ron’s Writer and Speaker Identities --- p.122 / Chapter 6.5.2. --- ‘I don’t need to be real’: Online and Offline Identities --- p.126 / Chapter 6.6. --- Summary --- p.128 / Chapter Chapter 7 --- Conclusion --- p.130 / Chapter 7.1. --- Introduction --- p.130 / Chapter 7.2. --- Findings to Research Questions --- p.130 / Chapter 7.2.1. --- Findings to Research Question Set 1 --- p.131 / Chapter 7.2.2. --- Findings to Research Question Set 2 --- p.132 / Chapter 7.2.3. --- Other findings --- p.134 / Chapter 7.3. --- Implications of the Study --- p.135 / Chapter 7.4. --- Limitations and Directions for Future Research --- p.138

In this thesis I examine the impact of interaction and participation on Facebook between private individuals and certain hierarchical groups in society, particularly with regard to individual privacy; consider the structure of Facebook’s privacy programming; and seek to establish where the balance of power lies between private individuals and commercial, political and media organisations. I make reference to Foucault’s theory of power, Bourdieu’s theories of power in social space and habitus and Althusser’s theory of interpellation as I record my research. This thesis is a qualitative research project, and I employ Critical Discourse Analysis as the principal research methodology. I focus on four cases studies: Facebook both as the internet platform which facilitates such interaction and the company which operates it; the developers of applications, such as online games, which are mounted on the platform; the network’s use by political parties and their leaders during the UK 2010 General Election campaign; and traditional media platforms as represented by two television annual ‘events’. My findings relate the manner in which individual users are constantly prompted to upload content, principally personal information, thoughts, preferences and relationships to the network, and simultaneously are pressurised into granting access to this information as they seek to fully participate on the social platform. This pressure is applied through applications that are mounted on the platform by commercial, media and political organisations, and I find that Facebook’s affordances to applications developers are instrumental in this process. My research associates these processes with the aforementioned theories of Foucault, Althusser and Bourdieu. My conclusion is that while Facebook continually revises its privacy policy to grant private individuals control over the content, that is the personal information, they upload to the social network, access to this information is a prerequisite for their full participation in the network. Facebook’s continuous introduction of new programmes ensures that private individuals have to choose between interaction and participation on the social network, or exclusion as access to many of the activities it offers is conditional on third party access to their personal information. Further pressure to grant access to the required information is applied through the ability of organisations to feature photographs of users’ Friends who are already using the relevant application. The processes indicate that Facebook creator Mark Zuckerberg is slowly progressing his aim to place the social network at the centre of a newly structured Web based on private individuals.

Thesis (M.S.C.I.T.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Aug. 30, 2006). Includes bibliographical references.