Advantages Of Social Media

Advantages Of Social Media Connections. You are friends with people who have other friends, and so on. By using a social networking site, you can do what you can and get connected with these people to form a web of connections that can give you leverage if you play your cards right. Breadth of Knowledge -connectedness that students can experience through social media use. It is now easier than ever to know (or find out) something about almost anything in the world through connected media. Additionally, students can be connected to a broader base of opinions and world views through instantaneous global connections. Technological Literacy – All social media relies on advanced information and communication technologies that seamlessly work to build and support technological literacy.. Worldwide Connectivity, No matter if you are searching for that former college roommate, your first grade teacher, or an international friend, there is no easier or faster way to make a connection than via the social network . Although Facebook, Twitter, LinkedIn and MySpace are probably the most well known social networking communities, there are new websites popping up regularly that are dedicated to allowing people to connect and to interact via the Internet. These connections can help one with a variety of things such as: Finding romance, Seeking a new job, Locating assistance, Getting and giving product and service referrals, Receiving support from like-minded individuals, Making or receiving advice on career or personal issues. In many ways, social communities are the virtual equivalent of meeting at the general store or at church socials to exchange news and get updated on friends and families.. Commonality of Interest, When you opt to participate in a social network community, you can pick and choose those individuals whose likes and dislikes are similar to yours and build your network around those commonalities.You can meet with your friends anytime you have an Internet connection and whenever you find them online. Real-Time Information Sharing, Many social networking sites incorporate an instant messaging feature, which means you can exchange information in real-time via a chat. This is a great feature for teachers to use to facilitate classroom discussions.In addition, the Internet is the ultimate online textbook. Students no longer need to take out six library books at a time. Much of what they need to know they can find online. Free Advertising, Whether you are non-profit organization who needs to get the word out about your upcoming fundraiser or a business owner marketing a new product or service, there’s no better way to get your message in front of millions of people 24/7. The best part is it that you can spread the word through social networking profiles for free. Increased News Cycle Speed, Social networking has revolutionized the speed of the news cycle. Many news organizations now partner with social networking sites like Twitter, YouTube, and Facebook in order to both collect and share information. One can get a sense of what is going on in the world just by watching trending topics from many of these sites. This has led to the development of a near instantaneous news cycle as millions of social networking updates rapidly spread news and information.

Property law assignment about Certainty of objects in discretionary Essay

Property law assignment about Certainty of objects in discretionary trusts - Essay Example The case of McPhail decided on the essential element of the ‘is or is not’ test and the important points that were made were that the courts that is the fact that the ‘is or is not’ test deals with conceptual certainty and the fact that that the ‘the court is never defeated on the basis of evidential certainty’. The decision is said to be the key case in this respect because the problem on the ‘is or is not’ test in respect of the broad list was considered. The essential problem in respect of certainty of objects was that the is or is not test needed be clearly spelled out in respect of such lists. This was because the trusts with such lists would fail for uncertainty of objects and thus the principle needed establishment, which was clearly done by the important decision in McPhail and a demarcation and principle in respect of such lists was clearly identified. 2. Explain the background to the Court of Appeal decision in Re Badenâ⠂¬â„¢s DT No.2, and its lasting significance. (500-600 words) The issue in this question requires an analysis of the background of the case in respect of Re Baden’s DT No.2. ... The trust in this case was about, amongst others, employees and their ‘dependants’ and ‘relatives’. The court stated that ‘dependants’ was not uncertain and the reasoning for this was that the Parliament had used it often whereby it had described dependants. However, there were issues in respect of ‘relatives’ whereby differences in interpretation arose. The meaning that was normally ascribed to relatives was descendants who originated from common ancestors thereby discussing the indefinite and large number of distant relatives. It was discussed at length that the common ancestor was not a conceptual uncertainty and the problem lied in respect of the evidential uncertainty that is the problem of proving the connection. In the case of Re Baden there was property which had been left "to or for the benefit of any of the officers or ex officers or ex employees of the company or to any of the relatives or dependants of any such persons". The applicant argued that for identification of the beneficiary it was important the each and every individual should be identified so as to ensure the question of whether they were a class or not. The respondent argued to the contrary and stated that this was not necessary to identify each and every individual and therefore the trust should be held to be valid and should not fail on the basis of uncertainty of objects. It was further argued that if the class was not considered and the trust was held to be failed then it would be contrary to the wishes of the settler as the reason for such a broad class was the intention of the settler and he could have clearly narrowed the class if he wanted to and therefore the settler had clearly by writing the words had taken

New Reality in Iran Essay Example | Topics and Well Written Essays - 1250 words

New Reality in Iran - Essay Example Superimposing real life against the literary lives of characters in the famous works of Vladimir Nabokov, F. Scott Fitzgerald, Henry James, and Jane Austen, Nafisi demonstrated how literature acts more as a reflection than artistic expression of social realities that these authors experienced during their times. Nafisi addressed numerous social issues and injustices that occurred among Iranians, in general, and women, in particular, in the society she lives in. Despite this multitude of issues, she centered her discussion more on four major themes that corresponded with each part of the book. These four major themes are: (1) the creation of a "new and different world" by the oppressed Muslim women in Tehran; (2) analysis of Western culture and ideals vis--vis Iranian culture and ideals; (3) courage and defiance from a stubbornly defiant traditional society; and (4) integration of the three preceding themes-the enactment of women's revolution, summoning their courage to pursue their own 'new worlds' and defy and protest the oppressive nature of their society. The central argument presented in Nafisi's memoir, in effect, is the integration of these themes: the concept of Upsilamba, of creating a new and different world, and having the courage to do this, is what Nafisi and other Iranian women like her had aspired and succeeded in achieving-whether this causes them death or persecution in their own society. In the texts that follow, an elucidation of these themes and of the central argument in the memoir are discussed and analyzed in the context of cultural revolution-a shift to totalitarianism-Iran was experiencing in the late 1970s. The first theme answers Nafisi's reason for including Nabokov's novel "Lolita" as the primary text from which she felt motivated to pursue her dream of creating her own alternative class. "Lolita" is more than a novel; Lolita as the main character represented the women of Iran during the tumultuous time of totalitarianism and revolution in the country. Like Lolita, the women were and are continually robbed of the innocence and freedom that they should be experiencing in their own country, in the same manner that men enjoy greater freedom and privilege in this same country. Innocence and freedom are often associated with injustices committed against women, such as physical, psychological, and emotional abuse; however, in Nafisi's terms, the deprivation of innocence and freedom among women by the totalitarian regime they lived in was not just these kinds of abuse, but the total erasure of the individuality and sense of self that women had before the revolution began. The conversation that ensued among the women in Nafisi's alternative class reflected so much about the kind of mentality that developed as a result of the usurpation of people's individualities and rights by the republic. For the women, "Lolita" is not a novel that questions human morality, nor does its author, Nabokov, prescribe what morality and humanity should be. More than anything else, the novel attempts to illustrate humanity in its purest nature, wherein the individual aspires to do and act the way she wanted to,