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Compose a two-page paper describing how social media relates to business and why it is used in the selected company’s industry.
Using the expert data available to you through the university library as your primary research tool, locate two business journal articles (preferably peer-reviewed), each related to the use of social media by businesses. Also locate a public website and a government report related to the use of social media. The government report should be a report published by a federal, state, or local government agency. Use data from all four sources to form your arguments.
You may limit results of a search using the Google search engine by including the following string in your search criterion: inurl:.gov.
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Business Writing: Research IS THE CLASS
Rubric Details
Content
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25% of total grade
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Organization
15% of total grade
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Audience
15% of total grade
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Voice
10% of total grade
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Mechanics
15% of total grade
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References
20% of total grade
Here was the repsonse from the first paper that FAILED
Recommended Readings: Social Media
August 5, 2024
Adedoyin–Olowe, M., Gaber, M. M., & Stahl, F. (2013). A survey of data mining techniques for social
media analysis. arXiv. https://arxiv.org/abs/1312.4617
Allen, E. (2013, January 4). Update on the Twitter archive at the Library of Congress.
http://blogs.loc.gov/loc/2013/01/update–on–the–twitter–archive–at–the–library–of–congress/
Anderson, M., & Jiang, J. (2018, May 31). Teens, social media & technology 2018. Pew Research
Center. http://assets.pewresearch.org/wp–
content/uploads/sites/14/2018/05/31102617/PI_2018.05.31_TeensTech_FINAL.pdf
Appel, G., Grewal, L., Hadi, R., & Stephen, A. T. (2019). The future of social media in marketing.
Journal of the Academy of Marketing Science, 48(1), 79–95. https://doi.org/10.1007/s11747–019–
00695–1
Ashley, C., & Tuten, T. (2015). Creative strategies in social media marketing: An exploratory study
of branded social content and consumer engagement: creative strategies in social media.
Psychology & Marketing, 32(1), 15–27. https://doi.org/10.1002/mar.20761
Ballantine, P. W., & Martin, B. A. S. (2005). Forming parasocial relationships in online communities.
NA–Advances in Consumer Research, 32, 197–201.
Barrot, J. S. (2022). Social media as a language learning environment: A systematic review of the
literature (2008–2019). Computer Assisted Language Learning, 35(9), 2534–2562.
https://doi.org/10.1080/09588221.2021.1883673
Borges‐Tiago, T., Tiago, F., Silva, O., Guaita Martínez, J. M., & Botella‐Carrubi, D. (2020). Online
users’ attitudes toward fake news: Implications for brand management. Psychology &
Marketing, 37(9), 1171–1184. https://doi.org/10.1002/mar.21349
August 5, 2024
Adedoyin–Olowe, M., Gaber, M. M., & Stahl, F. (2013). A survey of data mining techniques for social
media analysis. arXiv. https://arxiv.org/abs/1312.4617
Allen, E. (2013, January 4). Update on the Twitter archive at the Library of Congress.
http://blogs.loc.gov/loc/2013/01/update–on–the–twitter–archive–at–the–library–of–congress/
Anderson, M., & Jiang, J. (2018, May 31). Teens, social media & technology 2018. Pew Research
Center. http://assets.pewresearch.org/wp–
content/uploads/sites/14/2018/05/31102617/PI_2018.05.31_TeensTech_FINAL.pdf
Appel, G., Grewal, L., Hadi, R., & Stephen, A. T. (2019). The future of social media in marketing.
Journal of the Academy of Marketing Science, 48(1), 79–95. https://doi.org/10.1007/s11747–019–
00695–1
Ashley, C., & Tuten, T. (2015). Creative strategies in social media marketing: An exploratory study
of branded social content and consumer engagement: creative strategies in social media.
Psychology & Marketing, 32(1), 15–27. https://doi.org/10.1002/mar.20761
Ballantine, P. W., & Martin, B. A. S. (2005). Forming parasocial relationships in online communities.
NA–Advances in Consumer Research, 32, 197–201.
Barrot, J. S. (2022). Social media as a language learning environment: A systematic review of the
literature (2008–2019). Computer Assisted Language Learning, 35(9), 2534–2562.
https://doi.org/10.1080/09588221.2021.1883673
Borges‐Tiago, T., Tiago, F., Silva, O., Guaita Martínez, J. M., & Botella‐Carrubi, D. (2020). Online
users’ attitudes toward fake news: Implications for brand management. Psychology &
Marketing, 37(9), 1171–1184. https://doi.org/10.1002/mar.21349
Sample Bibliography
Annotated Bibliography for Research Methodology in Password Policies
Seminal Articles
Keith, M. J., Shao, B., & Steinbart, P. J. (2009). A behavioral analysis of passphrase design and
effectiveness. Journal of the Association for Information Systems, 10(2), 63–89.
http://aisel.aisnet.org/jais/
System–generated passwords that use a complex set of characters are difficulty to
remember. Passphrases are more secure than passwords, even those that are created from a
95–character set. Entropy is a better measure of security; passphrases are significantly longer
than passwords, even when a 3,000–word vocabulary set is used to create the passphrases.
Rainbow tables aid in evaluation of precompiled hashes. Chunking of information facilitates
memorization. Phonological Similarity Effect (PSE) makes it difficult to remember passwords
that are phonologically similar to previously–used passwords. Four states of typing: 1) input,
2) parsing, 3) translation, and 4) execution. Long passphrases lead to increased typographical
errors within the first few weeks of use, but then level off to levels similar to errors in
passwords. Automatic activation for common words and phrases; learned typing patterns
facilitate use of complex character combinations. Word Processing Mode (WPM) facilitates
typing of passphrases. Excellent table of theory, variables, and hypotheses about password and
passphrase use (p. 71). Passphrases should be composed of at least five words. Passwords, like
all authentication credentials, are artifacts. Excellent paper. Appropriate for research into the
effectiveness of alternative textual authentication methods.
Methodology
Longitudinal study (ANOVA and MANOVA) with 58 undergraduates beginning the
experiment, 52 completing. Participants were separated into three groups: standard password
(n = 18), random password treatment (n = 17), and passphrase treatment (n = 17). Over the
period of a semester, 1,540 login attempts (351 unsuccessful); μ=30 attempts per participant. To
authenticate correctly, eight attempts per participant (420 total) were required; authentication
errors and a desire to retrieve unrequired data caused additional login attempts.
Key Findings
Passphrase group demonstrated statistically significant reduction in memory and
typographic errors than both standard and random password groups. Increased length of
passphrases was statistically significant, compared to lengths of both standard and random
passwords.
Standard password. mean length 9.7 (SD=1.52), average character base=37.1, possible
combinations=2.4E+15, average memory errors=7.56 (SD=9.50), average typographical
errors=0.67 (SD=.91)
Random password. mean length=8.0 (SD=0.00), average character base=88.0, possible
combinations 3.6E+15, average memory errors=8.12 (SD=6.57), average typographical
errors=1.59 (SD=1.18).
Seminal Articles
Keith, M. J., Shao, B., & Steinbart, P. J. (2009). A behavioral analysis of passphrase design and
effectiveness. Journal of the Association for Information Systems, 10(2), 63–89.
http://aisel.aisnet.org/jais/
System–generated passwords that use a complex set of characters are difficulty to
remember. Passphrases are more secure than passwords, even those that are created from a
95–character set. Entropy is a better measure of security; passphrases are significantly longer
than passwords, even when a 3,000–word vocabulary set is used to create the passphrases.
Rainbow tables aid in evaluation of precompiled hashes. Chunking of information facilitates
memorization. Phonological Similarity Effect (PSE) makes it difficult to remember passwords
that are phonologically similar to previously–used passwords. Four states of typing: 1) input,
2) parsing, 3) translation, and 4) execution. Long passphrases lead to increased typographical
errors within the first few weeks of use, but then level off to levels similar to errors in
passwords. Automatic activation for common words and phrases; learned typing patterns
facilitate use of complex character combinations. Word Processing Mode (WPM) facilitates
typing of passphrases. Excellent table of theory, variables, and hypotheses about password and
passphrase use (p. 71). Passphrases should be composed of at least five words. Passwords, like
all authentication credentials, are artifacts. Excellent paper. Appropriate for research into the
effectiveness of alternative textual authentication methods.
Methodology
Longitudinal study (ANOVA and MANOVA) with 58 undergraduates beginning the
experiment, 52 completing. Participants were separated into three groups: standard password
(n = 18), random password treatment (n = 17), and passphrase treatment (n = 17). Over the
period of a semester, 1,540 login attempts (351 unsuccessful); μ=30 attempts per participant. To
authenticate correctly, eight attempts per participant (420 total) were required; authentication
errors and a desire to retrieve unrequired data caused additional login attempts.
Key Findings
Passphrase group demonstrated statistically significant reduction in memory and
typographic errors than both standard and random password groups. Increased length of
passphrases was statistically significant, compared to lengths of both standard and random
passwords.
Standard password. mean length 9.7 (SD=1.52), average character base=37.1, possible
combinations=2.4E+15, average memory errors=7.56 (SD=9.50), average typographical
errors=0.67 (SD=.91)
Random password. mean length=8.0 (SD=0.00), average character base=88.0, possible
combinations 3.6E+15, average memory errors=8.12 (SD=6.57), average typographical
errors=1.59 (SD=1.18).
2
Passphrase. mean length=18.2 (SD=1.69), average character base 31.0, possible
combinations=9.9E+26, average memory errors=1.47 (SD=1.33), average typographical
errors=.76, (SD=1.15).
Ease of use construction (α=.90) allowed measurement of perceptions of usefulness
(β = –.29, p =16 characters) used simple structures. The set of
acceptable English language structures (tag–rules) is finite, and the tag–rules are not uniformly
distributed in use (e.g., adjective noun is more common than noun adjective). Three common
password cracking applications (John the Ripper, Hashcat, and Weir Algorithm) were compared
for their efficiency in cracking long passwords. Each application was trained in a manner to
most fairly allow a comparison of its capabilities. Simple histogram and percentage data were
reported.
Passphrase. mean length=18.2 (SD=1.69), average character base 31.0, possible
combinations=9.9E+26, average memory errors=1.47 (SD=1.33), average typographical
errors=.76, (SD=1.15).
Ease of use construction (α=.90) allowed measurement of perceptions of usefulness
(β = –.29, p =16 characters) used simple structures. The set of
acceptable English language structures (tag–rules) is finite, and the tag–rules are not uniformly
distributed in use (e.g., adjective noun is more common than noun adjective). Three common
password cracking applications (John the Ripper, Hashcat, and Weir Algorithm) were compared
for their efficiency in cracking long passwords. Each application was trained in a manner to
most fairly allow a comparison of its capabilities. Simple histogram and percentage data were
reported.
6
Key Findings
The strength of passwords, particularly passphrases (Bonneau & Shutova, 2012; Keith et
al., 2007, 2009), does not uniformly increase with length. Users employ known grammatical
structures when composing passphrases that reduce cryptographic security against structure and
Key Findings
The strength of passwords, particularly passphrases (Bonneau & Shutova, 2012; Keith et
al., 2007, 2009), does not uniformly increase with length. Users employ known grammatical
structures when composing passphrases that reduce cryptographic security against structure and
Business Writing: Research Overview
Steps in the Research Process
1) Identify your topic, writing it in the form of a question or a simple statement.
2) Develop search strategy, refining it as you research.
3) Select appropriate databases to use.
4) Review your sources.
5) Write the paper, using the style manual your instructor recommends.