...Task: Mini Research “Social Media as a Tool to Improve Writing Skill” INTRODUCTION 1.1 Basic Consideration Social media is a websites and applications that enable users to create and share content like information, ideas, and personal messages or to participate in social networking. In this era, social media has dominate the lifetime of people. Start from student from junior high school until parents have their own account on social media. We are as a human have a desire to show our emotions through words. And by the social media we can communicate with the foreign people. It is impossible to use our language to communicate in that extra-large area of community. So that we have to write in English, as a world language that can be understand by that foreign people. It will be a self-improvement especially in writing skill, because we write many of words in English and it is repeatedly day by day. And from this phenomena it says that slowly a Social Media can improve our writing skill. Based on this consideration, then I am interested on analyzing mini research “Social Media as a Tool to Improve Writing Skill” 1.2 Research Questions 1. How social media can improve writing skill? 1.3 The Objective of Research In general, this mini research is done to show people opinion about social media as a self-improvement. In specific, this mini research done to explain how social media can be a tool to improve people on their writing skill. 1.4 Methodology ...
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...Computers in Human Behavior journal homepage: www.elsevier.com/locate/comphumbeh (A)Social reputation: Exploring the relationship between online video game involvement and social competence Rachel Kowert a,⇑, Julian A. Oldmeadow b a b Institut für Kommunikationswissenschaft, University of Münster, Münster 48143, Germany Department of Psychology, University of York, Heslington, York YO10 5DD, UK a r t i c l e i n f o a b s t r a c t Affordable and accessible Internet has changed the way video games are played, allowing individuals to connect worldwide in shared gaming spaces. On the surface participation within these environments may seem socially beneficial, as these highly social, playful spaces allow players to connect, interact with, and learn from others. However, there is a growing concern that increased participation within online gaming environments comes with a wide variety of social consequences, contributing to numerous losses in ‘offline’ sociability. While considerable research has examined these claims, consistent relationships between social competence and online video game involvement have yet to be established. The current work (N = 515) aimed to examine the extent to which online video game involvement may support, or undermine, the development and maintenance of traditional social skills. The results indicate that there are unique relationships between social skills and video game involvement within online gaming populations. However, among online...
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...SOCIAL ENTREPRENEURS LACK BUSINESS SKILLS TRAINING, EDUCATION AND SOCIAL INNOVATION By: Marisa Cloete Mini Research Proposal History and Theory of Graphic Design 3 TABLE OF CONTENTS TABLE OF CONTENTS ………………………………………………………………………….....3 LIST OF FIGURES …………………………………………………………………………………..4 APPENDIX…………………………………………………………………………………………….4 GLOSSARY OF TERMS ………………………………………………………………………..…..5 CHAPTER 1: RESEARCH PROBLEM …………………………………………………………...6 1.1 INTRODUCTION ………………………………………………………………………………...6 1.2 STATEMENT OF RESEARCH PROBLEM ……………..……………………………………6 1.3 BACKGROUND OF THE RESEARCH PROBLEM …………….…………..………………,.7 1.4.1 MAIN RESEARCH QUESTION .....................................................................................7 1.4.2 SUB-QUESTION ….....……………………………………………………..………………....7 CHAPTER 2: LITERATURE REVIEW …………………………………………..………………..8 2.1 INTRODUCTION …………………………………………………………….….……………….8 2.2 SOCIAL INNOVATION, SOCIAL ENTREPRENEURS AND THEIR BASIC NEEDS…….8 2.3 SOCIAL ENTREPRENEURS NEED SKILLS AND TRAINING. ……….……..…………….9 2.4 CASE STUDIES: SUCCESFULL SOCIAL ENTREPRENEURS …..……………………..11 2.4.1 LOCAL CASE STUDIES IN RELATION TO DESIGN RESEARCH ……….…….....11 2.4.2 INTERNATIONAL CASE STUDIES IN RELATION TO DESIGN RESEARCH…....12 2.5. CONCLUSION AND RECOMMENDATIONS ……………………..……..……...………..13 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY …….…………….…………….14 3.1 INTRODUCTION ………………………………………………..…………….……………….14 3.2 QUALITATIVE...
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...Technology’s Effect on Social Values and Communication Skills Introduction The three main stakeholders in this issue are the youth, middle generation (my age), and the middle-aged people that are involved in social networking and texting. I feel that the issue can be narrowed down to a past, present, and future where the middle-age is the past, my generation is the present, and the youth is the future. Each of these age groups have a different stake in the issue, but are all connected together within our society through the extended use of technology. As our society evolves, so does our technology. These technologies are made to make our lives easier and more enjoyable, but are they really just making us socially inept? While the advance in technology has been proven to be a benefit in communication, medicines, law, and education, maybe it is a curse within itself. Social media and texting offer ways for people to communicate globally, practically simultaneously, but our society is becoming completely dependent on these technologies, struggling to communicate outside of them, and it is ruining the social capabilities of the youth. Younger Generations The youth may have the most to gain or lose with the advance in technology. Their lives are beginning much different than those of their parents or older siblings. Kids are getting cell phones, social media websites such as Facebook, and video game consoles with internet capability at a much younger age. When used...
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...Children need a variety of social skills to function and to be successful in today’s society. The three skills I chose are effective communication, consideration, and problem solving. These three skills are imperative to help a child develop socially. Children need these skills to learn throughout childhood and also to function as adults. Communication is sharing a message between two or more people and how they get to know one another. Communication can come in the form of words, actions, looks, and silence. Key to a child’s development and learning ability, communication is the basis of building relationships. It is essential for learning, play, and social interaction. Children need to know how to understand others as well as have others understand them. Communication is important because a child needs to be able to express their ideas and their feelings about their surroundings. Children with communication problems are more likely to have behavior problems, have issues with their self esteem and their self confidence because they are often unable to express themselves. Friendships are often unattainable as well when communication is poor. Communication is at the center of all reading, writing, math, and science skills. Proper communication helps children develop self esteem, confidence, and better relationships by allowing children to express their individual thoughts, feelings, and connections to and with others. Consideration is the ability to understand...
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...Social Skills Training Purpose The purpose of this social skills training is to instill interpersonal problem-solving skills by enhancing interpersonal communication skills, perspective-taking, defining conflicts, goals and generating alternative solution strategies to resolve interpersonal conflicts. As a result, children are more likely to make better judgments when meeting others, initiating interactions, and resolving interpersonal conflicts. When learning new skills, children need (1) to understand what they are supposed to do; (2) to see the skill demonstrated; and (3) to practice the new skill. Therefore, each module begins with a didactic presentation of the skills (role-playing by facilitator, presentation of dialogues, vignettes or videos), followed by group games, practice and presentation and lastly evaluation of the group practice and the skill acquired. Target participants A group of 10 children aged 12 years (in a school or community setting) who have no specific cognitive or emotional problems. Participants should be verbally intelligent to benefit from the training modules. Module 1: Getting Acquainted and Communication Building Goal The goal of the first session is to let participants get acquainted with each other. After the initial ice-breaking, the focus is then turned to developing effective communication skills (assertive instead of passive or aggressive). Skill Introducing yourself, stating positives about yourself, stating positives about...
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...Horizon Shelter that this family will continue to be within reach of services that you will seek to provide for the issues to be addressed and if not what will their aftercare services look like for upcoming placements to match their needs? Goal :( measurable and attainable by objectives): After care Shelter network resources provided by the Shelter system will/can provide subsidized housing within one month as family completes eligibility process with First Avenues Subsidy Rental Process? If so then: Objectives: (smaller steps to goal) Meet with Shelter staff to find out qualifications Objective: Encourage Family to do Aftercare Orientation to understand resources available to them…Also ask if new family residence will have social work on sight for homework help, food pantry, mental health consultation and possible career counseling? (Parents/Shelter) Objectives: Help Family get those qualifications broken down into smaller steps to complete or discover things that might be holding them back, weekly, until move.(Parents/CM) Objective: Engage Family with Homeless Prenatal...
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...SEMISTER 1 ASSIGNMENTS: Describe at least 2 activities you could do in a classroom to facilitate a child’s learning during the pre-operational and concrete operational stage. (300 words) Pre-operational stage: The preoperational stage ranges from about ages 2 to 7 (Piaget, 1951, 1952). The child in this stage is pre (before) operations. This means the child cannot use logic or transform, combine or separate ideas. The child's development consists of building experiences about the world through adaptation and working towards the (concrete) stage when it can use logical thought. During the end of this stage children can mentally represent events and objects (the semiotic function), and engage in symbolic play. 1. Smell Games: Present a collection of strong smelling items such as oranges, roses, mint or vanilla for preoperational stage activities involving the senses. Have the kids try to guess the item by just using the sense of smell. 2. Sense of Touch: Similar to the sense of smell games, gather together items such as fabric, leaves, mud, sandpaper and cotton balls. Have children describe how the item feels. You can have the child sort items according to touch as well. For instance, have the kids group the rough, soft or squishy feeling items into piles. Ask the children to find all the soft feeling items in the group and pull them out. These preoperational stage activities use the senses and the child's ability to sort and make distinctions among objects...
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...and feelings of others. Staff showed client how to proper response to someone that is being rude toward her through role playing. Staff expressed to client the importance and has a clear understanding as to why she should respect herself and family members that are in the home. Staff directed client to have a strong support system she should involve her family in her coping with behavior problems. Staff encourage client to trust her family to help her with any situation. Staff assists client and caretaker how to communicate to one another with respect and using listening skills. Staff assist client to recognize how her body language is a form of expression and when she is talking her body language may send a different message then what she is talking about. Staff assist client in using better judgment to solve her problems then to show negative behaviors. Staff advised to client how to use her resolution skill to resolve a conflict between others. Staff showed client how to manage daily stressors that cause her behavior to change from positive to negative. How effective Client understand that she have to watch the way she say things to others. Client express that she was aware of her rudeness and will work on her behavior. Client stated that she never thought about other feelings when she displayed negative behavior and she will take there need in calcinations when displaying positive behavior. Client understands that just because someone disrespects her she doesn’t have to display...
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...Scott is a 17 y/old high school senior. S. Scott was diagnosed with Autism and Speech Impairment during early childhood education. S. Scott uses oral English language skills to communicate. According to her current Full and Individual Evaluations, She has been identified with a speech impairment due to a moderate language impairment secondary to Autism. According to the last formal evaluation, S. Scott cognitive ability was estimated to be within the low average range. Adaptive behavior was measured informally and was considered commensurate with estimates of intellectual functioning. S. Scott continues to exhibit appropriate adaptive behavior skills. She is able to function independently throughout the school setting. Results from the last formal evaluation revealed academic deficits in the areas of reading comprehension, math calculations, and math problem solving. Both S. Scott and her teachers have identified weaknesses in her ability to think abstractly concerning passages she has read. S. Scott reported math to be an area of weakness. She currently receives modified instruction in all core subject areas. She achieved passing grades in all of her classes for the Fall Semester 2014. Due to S. Scott disability of Autism and Speech, she is likely to experience difficulty with social and communication skills. She may be hesitant to respond in the large classroom setting or in front of groups. She is likely to have difficulty making the transition from concrete to more abstract...
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..."Markets" Please respond to the following: * Analyze how markets work and make recommendations for or against any form of price control. Explain your rationale. * Make at least one recommendation concerning U.S. government regulation that would make the economy stronger. The market has implements many strategies to control price. The one most think of though first is supply and demand. Supply is how much of something is available. Demand is how much of something people want. This is something that has been going on since the beginning of time. Whether business was accomplished by monetary exchange or customary trade, this process has been the same for years. The argument that seems to be stirring now is whether government should be taking an active role to control the process. I know many would say no. While I partial area I see the other side of that decision. For instance controlled wage prices help do keep inflation in check. Some think that price control causes may cause a shortage in supply and therefore surplus. Though this may be true in some instances it is not true in all. After doing some research I agree with regulations on price control. I think it is important that we help those who do not have the financial backing of others. No one person should be able to corner the market and take advantage of the buyer just because they do not have competition. That is why I think it is important to back and support price control with some prevision in place to...
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...This action research study is to examine social skill intervention on children with social deficits and their ability to use active listening and observing to help them notice others. “The term ‘social skills’ encompasses a wide range of abilities that includes listening and speaking skills, the recognition and understanding of emotional facial expressions, and the appropriate employment of gesture, posture, and proximity” (Ryan & Charragain, 2010, pp. 1505). What effect does active listening and observation intervention have on students with social deficits and their ability to make connections with their peers? After intervention, participants should know how to ask questions and respond with follow up comments by actively listening. Participants should know how to collect information about peers by actively observing them inside their school community, as well as listening to them. We should see participants noticing and doing non-verbal communication while...
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...1. Which social interactions were most important to you? Were there any interactions that you missed? How did you feel about the missed exchanges? The most important social communication is the one that My parents and husband, and my sibling. We communicate each and every day and share support and advices. Yes, I am missing any kind interaction from any organization. Even though, in my back head, I need to have strong and great interaction with community organization. Still did not manage think about my schedule. 2. Imagine your life when you are in your 70s or 80s. Which personal interactions do you still expect to have? Which may be missing? Will there be any new ones? Even though age came with many changes, when I reach 70 or 80 years...
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...have deficits in social skills development, especially in the areas of social interactions and engagement. However, there is limited research on social skills intervention within this population and the current body of research on developmental/intellectual disabilities is focused on children. Having challenges in social interaction and engagement can lead to difficulties in adulthood, such as struggling to understand others, misinterpreting what another person said or not responding appropriately (Myles, Coffin Owens, Yantes, 2014). This can result in the individual feeling lonely and frustrated. Walton & Ingersoll (2013) only found 17 studies that had a broad...
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...Communication Skills for Social Care Practice Contextualised materials for Essential Skills Communication November 2012 Published by: Northern Ireland Social Care Council 7th Floor, Millennium House 19-25 Great Victoria Street Belfast BT2 7AQ Tel: 028 9041 7600 Website: www.niscc.info Email: info@niscc.hscni.net This resource is free to download as a PDF file from the NISCC website www.niscc.info Material within this resource may be reproduced for training and learning purposes only. Copies can be made available in a range of different formats by contacting the Communications Team at the above address. November 2012 1 Guidance for use of this Resource These vocationally contextualised materials are designed to support Essential Skills tutors and trainers who are delivering Essential Skills Communication to Health / Social Care workers and students. They are not intended to be used as a set programme, rather as a resource for tutors, to support the planning and delivery of programmes suited to the needs of their own particular groups of learners. This resource should not be the sole source of task materials, since part of the ethos of essential skills is that the learner should have some choice in their materials for reading, writing and speaking/listening. Tutors can adapt the materials to suit the specific needs of their groups. The resource is suitable for use up to Level 2 Essential Skills Communication. Appendix 1 contains some information...
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