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Foreword -- Preface -- Contents -- 1 Introduction -- References -- 2 Social Network Analysis in Predictive Policing -- 2.1 Conventional Crime Analysis -- 2.2 Predictive Policing -- 2.3 Social Network Analysis -- 2.4 Co-offending Networks -- 2.5 Co-offending Network Analysis in Practice -- References -- 3 Structure of Co-offending Networks -- 3.1 Crime Data -- 3.1.1 Crime Data Model -- 3.1.2 Co-offending Network Model -- 3.1.3 BC Crime Dataset -- 3.2 Co-offending Network Structural Properties -- 3.2.1 Degree Distribution -- 3.2.2 Co-offending Strength Distribution -- 3.2.3 Connecting Paths

The article focuses on a frequently used but under-researched protest medium through which transnational movement networks express their collective demands – what are termed here 'global group petitions' (GGPs), and activists themselves call 'sign-on statements' or 'joint statements'. GGPs are online petitions typically framed as 'global' and linking sometimes hundreds of advocacy groups behind a common set of critical statements contesting global politics. Despite a burgeoning literature examining the use of digital media by movement networks, the article shows that GGPs are a distinct form of activism which to date has been overlooked by social science. Studying GGPs helps explore a series of issues central to understanding the role of advocacy groups in global politics, including their internal power relations (i.e. between North and South). Presenting empirical analysis and interviews with activists relating to five GGPs used in the course of a single transnational movement network – against negotiations to expand the World Trade Organization's General Agreement on Trade-in-Services – the article concludes that whilst GGPs are not as 'global' or representative of a movement network as they may claim, their value is in facilitating momentum and a process of dialogue between potential advocacy partners.

AbstractPersuasive online technologies were initially designed and used to gain insights into the online behavior of individuals to personalize advertising campaigns in an effort to influence people and convince them to buy certain products. But recently, these technologies have blurred the lines and morphed into technologies that covertly and gradually manipulate people into attaining a goal that is predetermined by the algorithm and disregards the decision-making rights of the individual. This may lead to people exercising decisions that do not align with their personal values and beliefs, and rob them of their autonomy—an ethical principle, in the absence of which the application of these technologies may be unethical. However, not all technologies that are persuasive are necessarily manipulative which require the careful consideration of a couple of elements to determine whether or not technologies are manipulative and ultimately whether their application is ethical or not. In this article, we analyze the ethical principle of autonomy and unpack the underlying elements of this ethical principle which must be considered to determine whether the application of a technology is ethical or not in the context of it being persuasive or manipulative.

"Presents cyber-ethnography as a method to make sense of complex, globally infused, and cultural experiences; examines how one creates and recreates cultural identity through lived and mediated realities, and analyzes how one uses mediated forms, such as web pages, chat rooms, blogs, and webcams, to understand and negotiate personal identity

This study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, Mage = 14.10, SD = 2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate online. Through structural equation modeling, results demonstrated that having a relationship with the victim or other bystanders mediated the relationship between observing cyberbullying behavior and bystanders' use of aggressive language online. The effect of observing cyberbullying behavior through having a relationship with the victim or other bystanders was lower than its direct effect on adolescent bystanders' use of aggressive language. Self-efficacy beliefs mediated the relationship between having a relationship with the victim and other bystanders and adolescents' use of aggressive language online. Implications for intervention in interpersonal communication online are proposed.

Complete summary of Eric Schmidt, Jonathan Rosenberg and Alan Eagle's book: ""How Google Works: The Rules for Success in the Internet Century""This summary of ideas from Eric Schmidt, Jonathan Rosenberg and Alan Eagle's book ""How Google Works: The Rules for Success in the Internet Century"" demonstrates how the power has shifted in companies due to the "Internet Century". Individuals, known as 'smart creatives' can now have a massive impact by knowing how to use modern tools to get fast results. Google has attracted these 'smart creatives' to get ahead, providing them with the perfect creati

Like it or not, knowing how to make use of online tools without being overloaded with too much information is an essential ingredient to personal success in the twenty-first century. But how can we use digital media so that they make us empowered participants rather than passive receivers, grounded, well-rounded people rather than multitasking basket cases? In Net Smart, cyberculture expert Howard Rheingold shows us how to use social media intelligently, humanely, and, above all, mindfully. Mindful use of digital media means thinking about what we are doing, cultivating an ongoing inner inquiry into how we want to spend our time. Rheingold outlines five fundamental digital literacies, online skills that will help us do this: attention, participation, collaboration, critical consumption of information (or "crap detection"), and network smarts. He explains how attention works, and how we can use our attention to focus on the tiny relevant portion of the incoming tsunami of information. He describes the quality of participation that empowers the best of the bloggers, netizens, tweeters, and other online community participants; he examines how successful online collaborative enterprises contribute new knowledge to the world in new ways; and he teaches us a lesson on networks and network building. Rheingold points out that there is a bigger social issue at work in digital literacy, one that goes beyond personal empowerment. If we combine our individual efforts wisely, it could produce a more thoughtful society: countless small acts like publishing a Web page or sharing a link could add up to a public good that enriches everybody.

PurposeThe perception of an inferior learning experience is the main challenge for online learning, which leads to higher dropout rates in online courses. The purpose of this paper focuses on investigating how the multi-dimensional construct of social presence would affect the behavior of online learners.Design/methodology/approachA conceptual model that describes online learner behaviors is proposed by including the four social presence variables, learning satisfaction and continuance intention, which is examined via the data collected by a survey of 237 online learners from a typical online learning platform in China. The relationships between variables were tested via structural equation modeling.FindingsThe results revealed that the intimate and immersive social factors have positive impacts on learning satisfaction, which in turn results in continuous intention in online learning. Thus, online learning platform providers should seriously consider building an intimate and immersive online environment for learners. Furthermore, this research provides a more comprehensive understanding of online learning from a social presence perspective for researchers and practitioners.Originality/valueThe study contributes to a better understanding of the social presence which is conceptualized as a four-dimensional construct, and shows how social factors influence learning satisfaction and continuous intention, providing a deeper understanding of the core relationship between social aspects and learning performance in online learning.

"Using Online Experiments to Study Political Decision Making" published on by Oxford University Press.