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This paper aims to study individuals in international relations especially private individuals in global politics. Therefore the paper focuses on analyzing the case of Mark Zuckerberg the founder and chief executive of Facebook who affects the international arena. The paper illustrates Zuckerberg’s strategies to assert wide influence and power within Facebook’s network and through multiple networks.

The paper follows new theories of studying the human agent in international relations, concentrating on private individuals as new actors in international relations (IR). Thus, depending on “network making power theory” and the “three-dimensional power perspectives; (discursive, structural and instrumental)”, the paper illustrates the case of Mark Zuckerberg as a private entrepreneur and his authority in the era of social media dominance with a focus on: Zuckerberg's discursive/ideational power strategy. Zuckerberg’s strategy to work as a switcher through multiple networks. The most obvious one is the Facebook network, through which he can assert global influence.

Formal state officials are not the only type of individuals who can affect international relations. Technological evolution has empowered private individuals as influential actors in international relations (IR). Interdisciplinary approaches became essential tools in studying new actors affecting IR. There are new patterns of power linked to individuals without formal positions. Zuckerberg, CEO of Facebook and global philanthropist, is considered an influential actor in IR depending on programming and switching strategies to assert his power in a networked world.

This paper is able to prove that there are new forms of power which belong to private individuals in a networked world.

The information technology (IT) sector has been seen as central to society's transformation to a more just and sustainable society, which underlines teachers’ responsibility to foster engineers who can contribute specifically to such ends. This study aims to report an effort to significantly update an existing engineering programme in IT with this ambition and to analyse the effects and challenges associated with the transformation.

This study is based on a combination of action-oriented research based on implementing key changes to the curriculum; empirical investigations including surveys and interviews with students and teachers, and analysis of these; and a science and technology studies-inspired analysis.

Respondents were generally positive towards adding topics relating to sustainability. However, in the unmaking of traditional engineering subjects, changes created a conflict between core versus soft subjects in which the core subjects tended to gain the upper hand. This conflict can be turned into productive discussions by focusing on what kinds of engineers the authors’ educate and how students can be introduced to societal problems as an integrated part of their education.

This study can be helpful for educators in the engineering domain to support them in their efforts to transition from a (narrow) focus on traditional disciplines to one where the bettering of society is at the core.

This study provides a novel approach to the transformation of engineering education through a theoretical analysis seldom used in studies of higher education on a novel case study.

Broadly understood as repeated, intentional, and aggressive behaviors facilitated by digital technologies, cyberbullying has been identified as a significant public health concern in Australia. However, there have been critical debates about the theoretical and methodological assumptions of cyberbullying research. On the whole, this research has demonstrated an aversion to accounting for context, difference, and complexity. This insensitivity to difference is evident in the absence of nuanced accounts of Indigenous people's experiences of cyberbullying. In this chapter, we extend recent critiques of dominant approaches to cyberbullying research and argue for novel theoretical and methodological engagements with Indigenous people's experiences of cyberbullying. We review a range of literature that unpacks the many ways that social, cultural, and political life is different for Indigenous peoples. More specifically, we demonstrate there are good reasons to assume that online conflict is different for Indigenous peoples, due to diverse cultural practices and the broader political context of settler-colonialism. We argue that the standardization of scholarly approaches to cyberbullying is delimiting its ability to attend to social difference in online conflict, and we join calls for more theoretically rigorous, targeted, difference-sensitive studies into bullying.

The authors study the interdisciplinary relation between graph and algebraic structure ring defining a new graph, namely “non-essential sum graph”. The nonessential sum graph, denoted by NES(R), of a commutative ring R with unity is an undirected graph whose vertex set is the collection of all nonessential ideals of R and any two vertices are adjacent if and only if their sum is also a nonessential ideal of R.

The method is theoretical.

The authors obtain some properties of NES(R) related with connectedness, diameter, girth, completeness, cut vertex, r-partition and regular character. The clique number, independence number and domination number of NES(R) are also found.

The paper is original.