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A social and cultural expectation that Information Communication Technologies (ICT) should be ubiquitous within peoples' daily lives is apparent. Connecting generational groups with a specific set of technological attributes also assumes the ways that particular groups of students should be able/do “naturally” use emergent mobile and social technologies. Moreover, the use of social networking technologies is evident in a number of ways within higher education (HE) pedagogies. As part of the suite of possibilities in Web 2.0, Facebook is used in a number of ways to support communications within and between institutions and their students as well as a mechanism for teaching and learning within specific units of study.

The chapter commences with a broad discussion about social sharing software of Web 2.0, specifically Facebook, as a potential teaching and learning tool in HE contexts. We traverse recent exemplars and discourses surrounding the use of social technologies for the purposes of HE. It is clear from the literature that while there is much excitement at the possibilities that such technologies offer, there are increasing anxieties across institutional and individual practitioners, in regard to possible consequences of their use.

Through autoethnographic methodology, this chapter showcases potentials and challenges of Facebook in HE. Through the use of constructed scenarios, the authors describe occurrences that necessitate increasing professional development and vigilance online. Some of the issues highlighted within this chapter include blurring of professional and personal life world boundaries, issues of identity theft and vandalism, cyberstalking and bullying, working in the public domain, and questions of virtual integrity.

One cannot mandate honesty.– Veerappa Moily, Chair,Second Administrative Reforms Commission, 2007India did not invent corruption, but it seems to excel in it. Transparency International, (TI) in its September 2007 Corruption Perception Index, placed India 72nd (tying with China and Brazil) with its neighbors Sri Lanka at 94th, Pakistan 138th, and Bangladesh 162nd as among the most corrupt of the 180 nations it surveyed. Denmark, Finland, and New Zealand stood at the top as the least corrupt, while Mynamar and Somalia are ranked at the bottom as the most corrupt. In 2008, India was ranked at 74th (Transparency International, 2007, 2008). In its 2005 study, TI found that as many as 62% of Indians believe corruption is real and in fact had first hand experience of paying bribes (Transparency International, 2005). Three-fourths in the survey also believe that the level of corruption in public services has only increased during 2004–2005. It is estimated that a total of about $5 billion are paid annually as bribes. The police are ranked as the most corrupt, followed by lower judiciary and Land Administration. Yet Suresh Pachauri, the Minister of State for Parliamentary Affairs, Government of India, declared: “Government is fully committed to implement its policy of zero tolerance against corruption. It is moving progressively to eradicate corruption by improving transparency and accountability” (Pachauri, 2008). This is a rather sorry state for a country known as the largest working democracy.

Universities are increasing hubs of digital activity; much commendable, some reprehensible. It is dismaying that in some learners' minds the divide between them is murky rather than clear. Today's students are largely digital natives born into computing and its venues. In many colleges, during orientation the preponderance of incoming students use their new college e-mail accounts to enable in Facebook, etc., easy online communication with others in the institution. Unlike past decades when a student might be handed flyers or read postings on poles and walls, today's students are in a maelstrom of social media, and other new technologies that students are socially pressed to use. In her book Ruling the Waves, Debora Spar suggested that cyberspace is like a frontier town, a place where there are “not a lot of rules or marshals in town” (Spar, 2001). People online often feel relatively unconstrained, creative, and innovative. At the same time, chaos, disorder, nefariousness, and just plain “bad behavior” are rife. New technologies foster the sense of a new normality. Yet just because it is now possible to act in new ways through new technologies does not make those ways acceptable.

This chapter examines possible relationships between use of social media in online mobilization and mainstream print media coverage during the June 2013 protests in Brazil, a series of demonstrations which happened throughout the country initially around bus ticket prices.

In order to develop the research, we compared news from leading Brazilian newspapers (O Globo, Folha de S. Paulo, Estadão, and O Dia) with the activities of most influential Twitter users in the dissemination of messages about these events in the country during the period from June 01 to 30, 2013. The results show trends in the emerging dynamics of social organization that may indicate the role of old and new media in today’s Brazilian politics.

The research analyzed the extent to which the events occurring on the streets shaped and/or reflected user-generated social media content.

Experience sampling methods (ESM) have enabled researchers to capture intensive longitudinal data and how worker well-being changes over time. The conceptual advances in understanding the variability of well-being are discussed. These emerging forms in the literature include affective inertia, affective variability, affective reactivity, and density distributions. While most ESM research has relied on the active provision of data by participants (i.e., self-reports), technological advances have enabled different forms of passive sensing that are useful for assessing and tracking well-being and its contextual factors. These include accelerometer data, location data, and physiological data. The strengths and weaknesses of passively sensed data and future ways forward are discussed, where the use of both active and passive forms of ESM data in the assessment and promotion of worker well-being is expected.

A key feature of performance in many professions is that of vigilance, carefully monitoring one’s environment for potential threats. However, some of the characteristics that may make someone successful in such work may also be more likely to make them fail in the long-term as a result of burnout, fatigue, and other symptoms commonly associated with chronic stress. Among these characteristics, neuroticism is particularly relevant. To exert the effort that vigilance work requires, sensitivity to threats, a core aspect of neuroticism, may be necessary. This is evidenced by higher rates of neuroticism in vigilance-related professions such as information technology (IT). However, other aspects of neuroticism could attenuate performance by making individuals more distractible and prone to burnout, withdrawal, and emotional outbursts. Four perspectives provide insight to this neuroticism–vigilance paradox: facet-level analysis, trait activation, necessary conditions, and job characteristics. Across these perspectives, it is expected that too little neuroticism will render employees unable to perform vigilance tasks effectively due to lack of care while too much neuroticism will cause employees to become overwhelmed by work pressures. Contextual and personological moderators of the neuroticism–vigilance relationship are discussed, as well as two behavioral styles expected to manifest from neuroticism that could explain how neuroticism may be associated with either good or bad performance-relevant outcomes.

A destination's ability to attract tourists is associated with the visitor experience and, in recent years, visitors have increasingly used virtual environments and digital innovation, such as social media platforms, to communicate their experience of tourist destinations. A positive well-communicated tourist experience improves the reputation of the destination and has relevant consequences for both the destination's attractiveness and its competitive advantage. On the contrary, when the destination's reputation is negatively affected by visitors' experiences, comments and reviews, such destination might compromise its ability to attract new visitors. Studies in this field agree alike that the tourist experience is negatively affected by overcrowding and overflows phenomena occurring around the visited city attractions. The present research, merging the aforementioned observations, investigates whether visitor density affects the online reputation of the Uffizi Gallery, estimated by extracting visitors' opinions and feedbacks on the city's main attractions from TripAdvisor ratings and from Twitter posts, by applying sentiment analysis to evaluate whether the text is positive, negative, or neutral. The city of Florence is an ideal case study, as the city records almost 16 million tourist overnight stays per year hence highly exposed to the risk of tourist overcrowding and overflows. The research findings reveal that Uffizi Gallery experiences and mood are influenced by the number of visitors insisting and if tourists live a negative experience, this is further exacerbated by the growing density of visitors themselves. We find that, if tourists have a negative experience, this is exacerbated by the density of visitors to the Uffizi Gallery. The results reveal also that tourists' experiences are even more influenced by any general dissatisfaction they experience in the city of Florence in a broader way. Practical implications and theoretical contributions are discussed.

Teacher misbehaviors disrupt learning (Kearney, Plax, Hays, & Ivey, 1991), and academic entitlement (AE) is on the rise (Greenberger, Lessard, Chen, & Farruggia, 2008). To better understand the online learning context, this study measures AE, perceptions of teacher misbehaviors, and online students' expectations for a variety of common student–teacher interactions. 318 online graduate students report their expectations, and these vary with a student's level of AE. Given these findings, we offer strategies for teachers in online classrooms whose goals are to avoid teacher misbehaviors and foster productive student–teacher communicative relationships that contribute to, rather than work against, learning.