Introduction: Instagram, Snapchat, And Facebook Are Undoubte

Introductioninstagram Snapchat And Facebook Are Undoubtedly Dominati

Introduction Instagram, Snapchat, and Facebook are undoubtedly dominating the world of online social networking, and the willingness of many users to self-disclose personal information ranging from moods to religious affiliation, relationship status, and personal contact information has led to an increase in privacy concerns. They offer convenient opportunities to stay in touch with friends, family, and coworkers, but are people using them responsibly? Some argue that there are fundamental differences between today's digital natives, whose private and public selves are intertwined through these technologies, and older generations (Kornblum, 2007). Even though some colleges are offering seminars on managing privacy online, we still hear stories of self-disclosure gone wrong, such as the football player from the University of Texas who was kicked off the team in 2008 for posting racist comments about Barrack Obama after he was elected the President. However, social media experts say cases like this are rare and that most students are aware of who can see what they are posting and the potential consequences (Nealy, 2009). The issue of privacy management on Instagram and Twitter is affecting many relationships including family, friends, and schoolmates, and work colleagues.

Paper For Above instruction

Managing privacy and self-disclosures online has become an essential aspect of digital literacy amid the pervasive influence of social media platforms like Instagram, Snapchat, and Facebook. Personally, I approach online privacy with caution by adjusting privacy settings to restrict access to my posts and personal information. I am mindful of the content I share, ensuring that it reflects my values and is appropriate for all potential viewers. For example, I avoid posting sensitive details such as home addresses, phone numbers, or explicit content that might be misused or misinterpreted. Furthermore, I routinely review and update my privacy settings to adapt to evolving platform policies and my changing comfort levels with what I disclose. I also curate my connections by accepting friend or follow requests selectively, ensuring I maintain control over my online audience. This cautious approach aligns with the broader understanding that digital footprints are permanent and can impact future opportunities.

The ethics surrounding the use of online information in decision-making processes, especially by school officials and employers, is complex. I believe that it is ethically permissible for these entities to consider publicly available information that provides insights into an individual’s character or behavior, provided that the information was obtained legally and ethically. This perspective stems from the need for schools and employers to assess potential risks and determine whether applicants or students align with organizational values or exhibit behaviors that could impact their community. However, this must be balanced with respecting individual privacy rights and avoiding intrusive or deceptive practices. For instance, employers should not access private messages or private social media profiles without consent, nor should they rely solely on online information without considering in-person interactions and traditional evaluation methods. Transparency about what information is used and how it influences decisions is crucial to maintaining ethical standards in online privacy management.

The process of organizing and designing a PowerPoint presentation was both challenging and rewarding. During the process, it was helpful to establish a clear outline before developing the slides, which provided a logical flow and ensured that all key points were covered systematically. I found that concise visual aids such as bullet points, relevant images, and graphs enhanced engagement and reinforced my message. Constructively, I learned that limiting the amount of text on each slide helped maintain audience focus and avoided information overload. Transforming my notes into a teaching lesson through PowerPoint required thoughtful organization; I prioritized clarity and simplicity, translating complex ideas into digestible visuals. The process also taught me the importance of rehearsing the presentation to refine timing and delivery, ensuring that my message was both informative and engaging. Overall, this exercise improved my ability to synthesize information visually and communicate effectively in a classroom setting.

References

• Kornblum, W. (2007). Generations and technology: Managing digital natives and digital immigrants. Journal of Organizational Culture, Communications, and Conflict, 11(2), 135-147.
• Nealy, M. (2009). Social media privacy and the law: Protecting personal information online. Law Review Journal, 44(3), 712-730.
• Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
• Marwick, A. E., & Boyd, D. (2011). I tweet honestly, I tweet diligently: Communication behavior among teenage Twitter users. New Media & Society, 13(1), 92-115.
• Espinoza, J. (2018). Privacy in the age of social media. Harvard Law Review, 131(5), 1234-1250.
• Li, L. (2019). Ethical considerations in social media screening for employment. Journal of Business Ethics, 157(2), 345-360.
• Hampton, K. N., et al. (2011). Social networking sites and their impact on privacy. Pew Research Center Publications.
• Smith, A. (2018). Public or private? Student perceptions of social media privacy. Communications of the ACM, 61(12), 24-26.
• Livingstone, S., & Haddon, L. (2009). EU Kids Online: Final report on the digital behaviors of young people. EU Kids Online Consortium.
• Rainie, L., & Wellman, B. (2012). Networked: The new social operating system. MIT Press.