Context-Aware Recommendations for Groups in Location-Based Social Networks and Academic Social Networks

Introduction: In the history of the internet, social media occupy an exceptional place because they bring about sociological changes and cause things that will influence the course of history. It has become inevitable to conduct a study that examines the changes in the relationship between academic social networks and online patient-physician relationships, which have become widespread in recent years, especially among physicians. This study attempted to address this deficiency. Material and Method: An online survey was created on Google Forms that included questions about physicians' use of social and academic media networks and their communication habits with online patients. Age, gender, medical specialty and workplace, social media use, academic social networks usage, and relationships with patients via social media were analyzed. Results: Daily social media usage was significantly associated with age and medical specialty. Participants aged 40-50 and Basic Medic Science Consultants were least likely to use social media. The use of Facebook was the lowest among those under 30 (12.2%). Among those under 30, the use of LinkedIn was deficient (2.0%). Google Scholar was the most frequently used academic social network (38.5%). Surgical specialists were more likely to share medical content. Under 30 and over 50 were more likely to share their medical titles on social media than other groups. The percentage of those who reported having also physically examined the patient during online communication was 64.5%. This high rate is by no means negligible. Patients' most frequent responses to online communication requests were via WhatsApp (80.3%). The under-30 age group was found to have less contact with patients on social media. Conclusion: According to the results of the study, the use of the academic social network is lower than expected, even among academically active participants. The fact that Facebook usage is significantly lower among those under 30 suggests that Facebook is outdated as a social medium for young physicians. Participants in university hospitals, private clinics, and those under 40 use social media differently than other groups. More online patient communication is an important advance. It is also significant that the number of studies has increased after online communication. If investments are made in this topic, it can be expected that a substantial part of patient-doctor relationships will be handled online soon. However, social media studies wear out quickly, so they should be repeated frequently.

Policy and the Inevitability of Sharing: GINA and Social Media

The relationship between social media use, social media types, and job performance amongst faculty in Kenya private universities

Navigating Social Media in #Ophthalmology

#trial: clinical research in the age of social media

Purpose This paper aims to discuss the quantitative analysis of the study in which undertaken that observation to analyze the dissemination factors through share social medias among the social science scholars in the selected universities of Tamil Nadu, India. Design/methodology/approach The survey was conducted using a questionnaire method, as a convenience sampling technique, and the data were collected through a questionnaire among social science PhD research scholars from selected universities in Tamil Nadu, India. A total of 700 questionnaires were distributed to the respondents and out of them, 623 (89%) of the samples were received from the respondents in the selected state universities of Tamil Nadu, India. Data analysis was conducted using SPSS Statistical Software 23 version, encompassing descriptive statistics, chi-square analysis, regression analysis, one-way analysis of variance tests, test of normality and mean score and rank analysis. Findings The findings of this study present a comprehensive framework detailing the use of academic social networks and collaborative research tools by social science scholars. The results underscore the significance of these platforms in facilitating collaborative research, enhancing academic networking and promoting the dissemination of scholarly information. Obviously, the respondents might be preferred the social medias were WhatsApp, LinkedIn, YouTube and Instagram. Research limitations/implications A limitation of this study was the researchers did not conducted other surveys by using a questionnaire, based on framing relevant contents and questions only in the present survey. Furthermore, this study does not entertain adding unsuitable questions related to personal, emotional and conventional opinions on social media use among the respondents. Social implications This study highlights the need to excel and commit to the use of social media among social science scholars in the selected state universities to enhance their research potential. It is recommended to use beneficial social media in terms of sharing publications by Blogs, Twitter and Facebook to improve the Altmetric Score besides the speedy share of scholarly communication among researchers in Higher Education Institutions in Tamil Nadu as well as India. Originality/value The proposed framework for this study provided in this research serves as a valuable reference for understanding social network information in academic settings. Furthermore, this study offers recommendations to social science scholars for leveraging academic social networks and developing their research applications to enhance collaborative research endeavors.

Cooperative Mentorship: Negotiating Social Media Use within the Family

Digital and information technologies have drastically changed the way how people work, interact professionally and socially and spend their leisure time. Scientific research is not exempt from these changes: the free and rapid flow of information, ideas and documents will both require and foster new habits of collaboration among researchers, stimulate economic activities and even improve public dialogue on science (http://royalsociety.org/policy/projects/science-public-enterprise/report/). “A growing body of evidence suggests that public visibility and constructive conversation on social media networks can be beneficial for scientists, impacting research in a number of key ways,” wrote computational biologist Holly Bik and marine biologist Miriam Goldstein [1]. The digital revolution could herald a new era of “open science” where scientists freely and easily share published work, experimental data, ideas and opinions and mutually benefit from the open and collaborative realm that is emerging in the digital age. Yet, not all is brave in the new digital world and scientists seem to be rather reluctant to engage in what the web 2.0 has to offer in terms of exchanging ideas. Most scientists use social media for two main reasons: networking with other researchers and for public visibility (Fig 1). “Scientists need to be engaged in new media platforms because everyone else is already talking about their thoughts and feelings, having discussions about things they care about, and generally—as the name implies—being social,” commented marine biologist and blogger Christie Wilcox [2]. Beyond making research more visible to funders or policymakers, social media may also help to build dialogue and constructive conversation with the general public, in particularly about sensitive topics, such as stem cell research or genetically modified food. “[W]e have to make a concentrated effort to get involved in the public discussion about science. We have to be approachable and available to talk …

Employees are increasingly using social media in the workplace, and the literature has shown that social media use in the workplace can generate various positive outcomes such as enhanced performance. Because employees can use social media with different approaches, it is essential to understand how different types of social media use generate workplace outcomes and why employees engage in different types of social media use. In this study, we develop a model illustrating how employees’ perceived values of social media are related to their use of social media, which in turn affects their job satisfaction. We identify three types of perceived values in the workplace: utilitarian, hedonic, and social. We categorize the use of social media into task-oriented social media use and relationship-oriented use. We conducted surveys to collect data from American and Chinese employees who use social media in workplace. Our results show that the effects of task and relationship-oriented social media use were stronger for Chinese employees. In addition, utilitarian and social value are both positively related to task-oriented social media use, whereas hedonic and social value are both positively related to relationship-oriented social media use. Theoretically, our study expands the literature on social media use in the workplace through clarifying how different types of social media use are supported by various types of perceived values and by uncovering the role of culture in the process of social media use in the workplace. Practically, our study delivers insights for companies into how to support different types of social media use and how to enhance job satisfaction in the workplace.

Employing a mobile experience sampling design, we investigated in the present study how different types of mobile social media use relate to young individuals’ momentary affective well-being and momentary loneliness. We differentiated between three types of social media use: Messaging, posting, and browsing. Moreover, we studied fear of missing out (FoMO) as a moderating variable. We collected data from 79 middle and late adolescents ( M age = 17.55 years, SD = 1.29; 59% girls) yielding 956 momentary assessments. The results showed that messaging and posting were positively related to affective well-being, while browsing was associated with higher levels of loneliness. Furthermore, some of the relations between social media use, affective well-being, and loneliness were also moderated by FoMO. Our results highlight the need to differentiate between different types of social media use, to include individual predispositions, and to apply methods that account for daily fluctuations in psychological well-being when studying the complex relationship between youth’s mobile social media use and well-being.

AimsThe primary aims of our study is to gather ideas from young people about developing an intervention for children who first started using social media. Our study also aims to investigate whether different types of social media use are associated with impact of social media on emotions and self-esteem.MethodsAn anonymous questionnaire was distributed to young people (16–25 years old), who were UK residents, through word of mouth, social media and university newsletters. We assessed participants’ baseline characteristics, including types of social media use (active, active-passive and passive), impact of social media. We also explored young people's idea on developing a social media intervention, including how it should be delivered, topics that needs to be covered. Quantitative data were analysed using descriptive statistics and ordinal regression analysis.Results90 young people completed the questionnaire. 37.8% of the participants started using social media before 13 years old. Analysis has shown that interacting with other users and creating social media content is associated with higher self-rated negative impact on self-esteem from social media, but there is no association between impact on self-esteem and reacting to other's social media content or browsing other's social media content. Types of social media use were not associated with a self-rated impact of social media on emotions. Regarding the co-development of an intervention for social media, young people believe the best ways to distribute information about social media is through an interactive session by professionals (36.7%) or teaching it in class (28.9%) while the least popular ways are poster/booklet (1.11%) and mobile phone app (1.11%). The majority of young people felt the following topics on social media to be useful to cover during interventions, including risks on social media (85.6%), emotional safety on social media (81.1%), social media hygiene (70.0%), coping strategies and finding help on social media (66.7%), communication on social media (58.9%).ConclusionAlthough types of social media use are not associated with impact on emotions from social media, those who create social media content are at higher risk of having more impact on self-esteem. Interventions should be developed to help protect or improve self-esteem while using social media. This could be done by focusing on different topics. Future interventions for young social media users should be interactive and led by experts. They should also start before children reaches the common legal age of social media use to make them more resilient to the digital world.

Introduction I have this somewhat diffuse concern that at some point, I am in an appointment procedure ... and people say: ‘He has to ... be on social media, [and] have followers ..., because otherwise he can’t say anything about the field of research, otherwise he won’t identify with it … and we need a direct connection to legitimise our discipline in the population!’ And this is where I think: ‘For God’s sake! No, I really don’t want that.’ (Postdoc) Social media such as Facebook or Twitter have become an integral part of many people’s everyday lives and have introduced severe changes to the ways we communicate with each other and about ourselves. Presenting ourselves on social media and creating different online personas has become a normal practice (Vorderer et al. 270). While social media such as Facebook were at first mostly used to communicate with friends and family, they were soon also used for work-related communication (Cardon and Marshall). Later, professional networks such as LinkedIn, which focus on working relations and career management and special interest networks, such as the academic social networking sites (ASNS) Academia.edu and ResearchGate, catering specifically to academic needs, emerged. Even though social media have been around for more than 15 years now, academics in general and German academics in particular are rather reluctant users of these tools in a work-related context (König and Nentwich 175; Lo 155; Pscheida et al. 1). This is surprising as studies indicate that the presence and positive self-portrayal of researchers in social media as well as the distribution of articles via social networks such as Academia.edu or ResearchGate have a positive effect on the visibility of academics as well as the likelihood of their articles being read and cited (Eysenbach; Lo 192; Terras). Gruzd, Staves, and Wilk even assume that the presence in online media could become a relevant criterion in the allocation of scientific jobs. Science is a field where competition for long-term positions is high. In 2017, only about 17% of all scientific personnel in Germany had permanent positions, and of these 10% were professors (Federal Statistical Office 32). Having a professorship is therefore the best shot at obtaining a permanent position in the scientific field. However, the average vocational age is 40 (Zimmer et al. 40), which leads to a long phase of career-related uncertainty. Directing attention to yourself by acquiring knowledge in the use of social media for professional self-representation might offer a career advantage when trying to obtain a professorship. At the same time, social media, which have been praised for giving a voice to the unheard, become a tool for the exclusion of scholars who might not want or be able to use these tools as part of their work and career-related communication, and might remain unseen and unheard. The author obtained current data on this topic while working on a project on Mediated Scholarly Communication in Post-Normal and Traditional Science under the project lead of Corinna Lüthje. The project was funded by the German Research Foundation (DFG). In the project, German-speaking scholars were interviewed about their work-related media usage in qualitative interviews. Among them were users and non-users of social media. For this article, 16 interviews with communication scholars (three PhD students, six postdocs, seven professors) were chosen for a closer analysis, because of all the interviewees they described the (dis)advantages of career-related social media use in the most detail, giving the deepest insights into whether social media contribute to a social exclusion of academics or not. How to Define Social Exclusion (in Academia)? The term social exclusion describes a separation of individuals or groups from mainstream society (Walsh et al.). Exclusion is a practice which implies agency. It can be the result of the actions of others, but individuals can also exclude themselves by choosing not to be part of something, for example of social media and the communication taking part there (Atkinson 14). Exclusion is an everyday social practice, because wherever there is an in-group there will always be an out-group. This is what Bourdieu calls distinction. Symbols and behaviours of distinction both function as signs of demarcation and belonging (Bourdieu, Distinction). Those are not always explicitly communicated, but part of people’s behaviour. They act on a social sense by telling them how to behave appropriately in a certain situation. According to Bourdieu, the practical sense is part of the habitus (Bourdieu, The Logic of Practice). The habitus generates patterns of action that come naturally and do not have to be reflected by the actor, due to an implicit knowledge that is acquired during the course of (group-specific) socialisation. For scholars, the process of socialisation in an area of research involves the acquisition of a so-called disciplinary self-image, which is crucial to building a disciplinary identity. In every discipline it contains a dominant disciplinary self-image which defines the scientific perspectives, practices, and even media that are typically used and therefore belong to the mainstream of a discipline (Huber 24). Yet, there is a societal mainstream outside of science which scholars are a part of. Furthermore, they have been socialised into other groups as well. Therefore, the disciplinary mainstream and the habitus of its members can be impacted upon by the societal mainstream and other fields of society. For example, societally mainstream social media, such as Twitter or Facebook, focussing on establishing and sustaining social connections, might be used for scholarly communication just as well as ASNS. The latter cater to the needs of scholars to not just network with colleagues, but to upload academic articles, share and track them, and consume scholarly information (Meishar-Tal and Pieterse 17). Both can become part of the disciplinary mainstream of media usage. In order to define whether and how social media contribute to forms of social exclusion among communication scholars, it is helpful to first identify in how far their usage is part of the disciplinary mainstream, and what their including features are. In contrast to this, forms of exclusion will be analysed and discussed on the basis of qualitative interviews with communication scholars. Including Features of Social Media for Communication Scholars The interviews for this essay were first conducted in 2016. At that time all of the 16 communication scholars interviewed used at least one social medium such as ResearchGate (8), Academia.edu (8), Twitter (10), or Facebook (11) as part of their scientific workflow. By 2019, all of them had a ResearchGate and 11 an Academia.edu account, 13 were on Twitter and 13 on Facebook. This supports the notion of one of the professors, who said that he registered with ResearchGate in 2016 because "everyone’s doing that now!” It also indicates that the work-related presence especially on ResearchGate, but also on other social media, is part of the disciplinary mainstream of communication science. The interviewees figured that the social media they used helped them to increase their visibility in their own community through promoting their work and networking. They also mentioned that they were helpful to keep up to date on the newest articles and on what was happening in communication science in general. The usage of ResearchGate and Academia.edu focussed on publications. Here the scholars could, as one professor put it, access articles that were not available via their university libraries, as well as “previously unpublished articles”. They also liked that they could see "what other scientists are working on" (professor) and were informed via e-mail "when someone publishes a new publication" (PhD student). The interviewees saw clear advantages to their registration with the ASNS, because they felt that they became "much more visible and present" (postdoc) in the scientific community. Seven of the communication scholars (two PhD students, three postdocs, two professors) shared their publications on ResearchGate and Academia.edu. Two described doing cross-network promotion, where they would write a post about their publications on Twitter or Facebook that linked to the full article on Academia.edu or ResearchGate. The usage of Twitter and especially Facebook focussed a lot more on accessing discipline-related information and social networking. The communication scholars mentioned that various sections and working groups of professional organisations in their research field had accounts on Facebook, where they would post news. A postdoc said that she was on Facebook "because I get a lot of information from certain scientists that I wouldn’t have gotten otherwise". Several interviewees pointed out that Twitter is "a place where you can find professional networks, become a part of them or create them yourself" (professor). On Twitter the interviewees explained that they were rather making new connections. Facebook was used to maintain and intensify existing professional relationships. They applied it to communicate with their local networks at their institute, just as well as for international communication. A postdoc and a professor both mentioned that they perceived that Scandinavian or US-American colleagues were easier to contact via Facebook than via any other medium. One professor described how he used Facebook at international conferences to arrange meetings with people he knew and wanted to meet. But to him Facebook also catered to accessing more personal information about his colleagues, thus creating a new "mixture of professional respect for the work of other scientists and personal relationships", which resulted in a "new kind of friendship". Excluding Features of Social Media for Communication Scholars While every

Recent advances in localization techniques have fundamentally enhanced social networking services, allowing users to share their locations and location-related contents, such as geo-tagged photos and notes. We refer to these social networks as location-based social networks (LBSNs). Location data bridges the gap between the physical and digital worlds and enables a deeper understanding of users' preferences and behavior. This addition of vast geo-spatial datasets has stimulated research into novel recommender systems that seek to facilitate users' travels and social interactions. In this paper, we offer a systematic review of this research, summarizing the contributions of individual efforts and exploring their relations. We discuss the new properties and challenges that location brings to recommender systems for LBSNs. We present a comprehensive survey analyzing 1) the data source used, 2) the methodology employed to generate a recommendation, and 3) the objective of the recommendation. We propose three taxonomies that partition the recommender systems according to the properties listed above. First, we categorize the recommender systems by the objective of the recommendation, which can include locations, users, activities, or social media. Second, we categorize the recommender systems by the methodologies employed, including content-based, link analysis-based, and collaborative filtering-based methodologies. Third, we categorize the systems by the data sources used, including user profiles, user online histories, and user location histories. For each category, we summarize the goals and contributions of each system and highlight the representative research effort. Further, we provide comparative analysis of the recommender systems within each category. Finally, we discuss the available data-sets and the popular methods used to evaluate the performance of recommender systems. Finally, we point out promising research topics for future work. This article presents a panorama of the recommender systems in location-based social networks with a balanced depth, facilitating research into this important research theme.

Academic social networks: Modeling, analysis, mining and applications

Ethical standards for cardiothoracic surgeons' participation in social media