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This document provides instructions for a study on the relationship between social media usage and self-esteem among senior high school students. Participants are asked to rate their level of experience using social media based on a 5-point Likert scale. The scale ranges from very low to very high levels of competency. Based on the responses, the study found that students had moderate levels of competency for using social media for entertainment, getting information, and school purposes. They also had a moderate level of competency for communicating with others on social media. However, students' competency for using social media for online shopping was at a low level.
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SOC-100 Social Media and Socialization Survey and Analysis.docx
SOC-100 Social Media and Socialization Survey and Analysis
Part 1 - Survey
Instructions: Complete the survey by filling in the first column of the table below. Additionally, survey three people in various age groups, and note their responses in the corresponding columns. Use this data to complete the analysis in Part 2 of this worksheet.
Social media survey
Self
Interviewee # 1
Interviewee # 2
Interviewee # 3
List Demographic Information – age, sex, race/ethnicity, and income.
What type(s) of phone(s) do you have? What features? Daily usage?
Do you use email? How many email addresses do you have? Daily usage?
Do you use the Internet? Why? Daily usage?
Do you blog? What types of blogs? Why? Daily usage?
Do you use Facebook? Twitter or other social networking? Why? Daily usage?
Out of all the social interactions you typically have in an average day, what percentage are through the use of social media?
Do you value the social interactions you have through social media the same as those that are not through social media? Why or why not?
Why do you use social media? (List purpose and/or results.)
How do you see social media impacting your life? Society?
How do you see social media impacting the socialization of this generation?
Part 2 - Analysis
Instructions: Once you have completed the table above and reviewed the results, answer the questions below. Each response should be three to five sentences in length.
1.) How much of an impact does social media have on the socialization of people that completed the survey?
2.) How did the impact differ among the various age groups? Why do you think that this is the case? Explain.
3.) Explain how social media affected the people’s social interaction. Why is social interaction important to humans? Explain.
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SOC-100 Social Media and Socialization Survey and Analysis.docx
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Part 1 - Survey
Instructions: Complete the survey by filling in the first column of the table below. Additionally, survey three people in various age groups, and note their responses in the corresponding columns. Use this data to complete the analysis in Part 2 of this worksheet.
Social media survey
Self
Interviewee # 1
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Interviewee # 3
List Demographic Information – age, sex, race/ethnicity, and income.
What type(s) of phone(s) do you have? What features? Daily usage?
Do you use email? How many email addresses do you have? Daily usage?
Do you use the Internet? Why? Daily usage?
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Reflective Journal 1: My Views on Mass Media
or Effects of Advertising
Due Week 3 and worth 50 points
Write a 3/4 to 1 page journal entry (300 to 500 words) in which you:
Describe one or two (1-2) experiences with mass media (movies or television) that affected you positively or negatively, explaining when, how, and why.
Complete the page requirement.
Write with clarify, following mechanics and formatting requirements.
The specific course learning outcome(s) associated with this assignment are:
Apply critical thinking skills to the analysis of issues involving mass media and society.
Analyze ways in which different types of media content reflect and / or influence society’s attitudes and behaviors.
Write clearly and concisely about media and society using proper writing mechanics.
Grading for this assignment will be based on answer quality, and language and writing skills.
Click here
to view the grading rubric.
SOC105-J3-1
1. Describe one or two (1-2) experiences with mass media (movies or television) that affected you positively or negatively, explaining when, how, and why.
Weight: 60%
--
0
(0%)
- 18
(35.99%)
18
(36%)
- 21
(41.99%)
21
(42%)
- 24
(47.99%)
24
(48%)
- 27
(53.99%)
27
(54%)
- 30
(60%)
Feedback:
SOC105-J3-3
3. Complete the page requirement.
Weight: 30%
--
0
(0%)
- 9
(17.99%)
9
(18%)
- 10.5
(20.99%)
10.5
(21%)
- 12
(23.99%)
12
(24%)
- 13.5
(26.99%)
13.5
(27%)
- 15
(30%)
Feedback:
SOC105-J3-4
4. Clarity, writing mechanics, and formatting requirements.
Weight: 10%
--
0
(0%)
- 3
(5.99%)
3
(6%)
- 3.5
(6.99%)
3.5
(7%)
- 4
(7.99%)
4
(8%)
- 4.5
(8.99%)
4.5
(9%)
- 5
(10%)
Feedback:
Name:
SOC105 Week 3 Reflective Journal 1: My Views on Mass Media
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SOC105 Week 3 Assignment
4 years ago
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My Views on Mass Media or Effects of Advertising
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Reflective Journal 1: My Views on Mass Media
or Effects of Advertising
Due Week 3 and worth 50 points
Write a 3/4 to 1 page journal entry (300 to 500 words) in which you:
Describe one or two …
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Society and the Media Journal Week 3
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Reflective Journal 1: My Views on Mass Media
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Due Week 3 and worth 50 points
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END OF UNIT ASSESSMENT AssignmentFACULTY .docx
END OF UNIT ASSESSMENT:
Assignment
FACULTY:
Social Science
SCHOOL:
Business
MODULE:
Research Design and Dissertation
MODULE CODE:
MGT9049
LEVEL:
M
MODULE CO-ORDINATOR:
Liz Price and Rebecca Herron
NAME:
Xinjing LAI
STUDENT ID:
LAI13441475
HAND-IN DATE:
31st August 2014
WORD COUNT:
3100
A report based on analyzing data from a survey of service quality at a University Sports Center.
Service quality is regarded as a major influence in customer satisfaction and retention. A significant quantity of management and academic literature has developed since the concept of service quality first emerged as a mainstream consideration over 20 yeas ago (Parasuraman et al, 1988). The quantitative research is important way to measure the quality of service (Bryman and Cramer, 1997). The important objective of quantitative study is not a simply summarizing and giving descriptive data for analyzing models and relationships within the data of sports center. Usually, it is include two sections. Firstly, difference between subgroup in the data. Anarchically techniques are associated with statistical tests of difference. The next is Co-variance, or the extent to which one variable is related to another. For example, the extent of usage usually plays a important role in the rating of service quality (Anderson, 2006). Therefore, ‘servqual’ as a methodology to measure the quality of services produced (Bryman and Bell, 2007). The reliability, tangibles, empathy, responsiveness and assurance are important features in the methodology (Bryman and Bell, 2007). In the report, the ‘servqual’ devote to evaluate the service quality in the context of the sports center in the University of Lincoln.
Evaluation of Questionnaire Design
The undergraduate students are main interviewees in the research.Basing on analyzing data from a survey of service quality at the Sports Center of university of Lincoln, a result of the study produced.
In the autumn of 2009, a questionnaire was used. Using the random sampling, 200 participants concluded in the final sample, even has the potential sampling error of 9%, it still was seemed appropriate. In the process, the probability sample as a basic method by using e-mail to send for all of the university's students. It is difference with the original exception. In the initial sample, 300 participants were contacted, and were emailed directing them to a weblink to the survey hosted by surveymonkey.com. Two weeks later, the research achieves 202 useable feedbacks. As a result, 67% of feedback is reasonable for the research. Subsequent analysis of late respondents suggested no statistically significant differences between early and late respondents. In this feedback, the female made up 37.1% in the sample, and the male made up 62.4%. Non-members who pay each time the sports center makes up 48.4% of the sample and the member made up 51.6% of the sample. Otherwise, the business students made ...
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CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data (CC, HPI, PMH, Allergy identification, Medication Reconciliation, Social History, Family History, Health Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and demonstrate consistent information across all aspects represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented and demonstrate consistent information across all aspects represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented but do not demonstrate consistent information across all aspects represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily documented or do not demonstrate consistent information across all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily documented and do not demonstrate consistent information across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeObjective Data (Relative to the information documented in the CC, HPI, PMH, and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment (Information documented in the CC, HPI, PMH, ROS and the objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are either not satisfactorily documented or do not demonstrate congruence.
3 pts
Level 1
Assessment designations and other elements in this section are not satisfactorily documented and do not demonstrate congruence.
0 pts
Level 0
Assessment designations and other elements in this section are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan (Demonstrate application of current clinical practices for the identified assessment designations, and demonstrates congruence of information across all aspects ...
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This document discusses using social media technologies to promote student engagement in a software project management course. It describes the course and objectives of enhancing communication. It discusses using Facebook for 4 years, then switching to WhatsApp based on student feedback, and finally introducing Slack to enable personalized team communication. Surveys found students engaged and satisfied with all three tools, though less familiar with Slack. The conclusion is that social media promotes engagement but familiarity with the tool also impacts satisfaction.
Topic The Influence of Social Media on Mental Healt.docx
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The Influence of Social Media on Mental Health
Beginning in PSY 535 you’ll need to have a clear understanding of how you’d go about studying the hypothesis you’ve proposed. This will involve addressing, at minimum, three key elements of methodology:
the participants you plan to recruit,
the measures you plan to use to study the variables of interest, and the procedure by which you will collect your data. If you are proposing to carry out a survey, you will need to select measures that are both reliable and valid and attach them as an appendix to your final proposal. If you are proposing to run an experiment, you will need to include a detailed protocol. Be thinking about your design will inform your analyses as you go. Because this is a proposal,
you should be writing all of this in the future tense. Consult with your peers, your instructor, and your faculty advisor for input.
Three key elements that need to be addressed:
1.
the participants you plan to recruit
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the measures you plan to use to study the variables of interest
3.
the procedure by which you will collect your data.
Behavior Intervention Plan (BIP)
Student Name: ______________________________________ Date: ______________
DOB: __________________ Teacher/Case Manager: _______________________________________
Defined Behavior
Behavior Goals
Interventions and Frequency of Intervention
(This will support the teaching and learning of the goal.)
List persons who are responsible for services and monitoring performance.
Motivational and Instructional Interventions
Rewards and Reinforcements
Safety Interventions
Legal and Ethical Considerations in Maintaining Student Confidentiality
Resources
© 2019. Grand Canyon University. All Rights Reserved.
image1.jpeg
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Donnie
No
Mid SES
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Male
No
Tier 2 RTI for Reading
One year above grade lev.
NonParametricsAnalysisOfSocialMediaBehavior
The document summarizes a study that examined the relationship between time spent on social media and GPA among upper-division students at CSUEB. The researchers administered an anonymous survey asking about social media use, GPA, age, major, and study time. A Kruskal-Wallis test found significant differences in median GPA between different social media time ranges, with lower GPAs associated with more time on social media. The analysis concluded that excessive social media time can negatively impact academic performance.
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This document summarizes a study analyzing survey data from 60 respondents at Delphi-TVS, an automotive manufacturing company. It finds that:
1) The majority of respondents were between 18-25 years old, male, and graduate apprentice trainees with an undergraduate education.
2) Most respondents felt Delphi-TVS complied with laws regarding wages, workplace conditions, welfare services, medical assistance, and equal pay.
3) However, around half were unaware of children protection laws, so more awareness is needed. Most also felt these laws could be strengthened to better support at-risk children.
Social media addiction-Primary Research
Academic Research, part of MBA study in AAST. Consumer behavior subject.
The findings show that the selected sample of people are all social media users but the level of addicting the social media is differs from person to other. Furthermore, it shows that there is a significant positive relationship between social media addiction and different life dimensions destructions in the Egyptian society, in all manners such as the personal relations, work productivity, health and lifestyle. Accessibility and time spent on social media affects the degree of addiction and so the destruction as well.
capstone poster- merz
The document summarizes research on college students' use of social media and their trust in environmental news from different media platforms. A survey of 54 college students found that Facebook is the most used and creates the best sense of community. Students trust environmental news from Facebook slightly more than other social media platforms but less than traditional media. The significance is that Facebook remains dominant but content flooding on social media is lowering trust in information shared there. Greater collaboration is needed between social and traditional media to improve credibility of environmental news online.
Online executive coaching skills or leadership essentials
Leadership Essentials incorporate viable examination, an unmistakable vision, the capacity to impact others and foster individuals' ability, and the flexibility needed to look after center.
Social Media Enters the Mainstream: Report on the Use of Social Media in Adva...
This report focuses on data from the fifth year of surveying professionals in institutional advancement at colleges and universities around the world on how they use social media in fundraising, alumni engagement, marketing, PR, and other external relations activities.
The findings indicate that social media has become a mainstream channel for engagement in eduction. If you want a single data point that indicates how entrenched social media has become in advancement, consider that 46 percent of presidents, chancellors, and other institution heads use social media in their official roles.
Download the report: http://offers.mstoner.com/social-media-enters-the-mainstream-download-free-white-paper
Survey adrian popescu
The document summarizes a survey that will examine children and parents' views on social media usage versus time spent with friends and family. The survey will use descriptive research and questionnaires with Likert scale questions for children and parents. It will analyze responses to understand the perceived influence of social networking on family relationships and correlations between online and real-life interactions.
Dr. Nasrin Nazemzadeh, PhD Dissertation Defense, Dr. William Allan Kritsonis,...
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Nasrin Nazemzadeh, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Nasrin Nazemzadeh, Dissertation, Dr. William Allan Kritsonis, Dissertation Ch...
Nasrin Nazemzadeh, Dissertation, Dr. William Allan Kritsonis, Dissertation Chair, PV/The Texas A&M University System
MBA sip project on social media teaching and learning at MIT .pptx
The document summarizes the results of a survey conducted at MIT Junior Colleges on the use of social media in teaching and learning. The survey found that most teachers are aware of major social media platforms like Facebook and YouTube, but awareness decreases for less common sites. While teachers widely use social media personally, their use of it for teaching purposes varies - online videos are most commonly used. However, teachers also identified barriers to integrating social media in teaching, including concerns about the integrity of student submissions and privacy issues. Overall, most teachers see potential benefits of social media but challenges to its adoption in education.
Reflective Journal 1 My Views on Mass Media or Effects of Adverti.docx
Reflective Journal 1: My Views on Mass Media
or Effects of Advertising
Due Week 3 and worth 50 points
Write a 3/4 to 1 page journal entry (300 to 500 words) in which you:
Describe one or two (1-2) experiences with mass media (movies or television) that affected you positively or negatively, explaining when, how, and why.
Complete the page requirement.
Write with clarify, following mechanics and formatting requirements.
The specific course learning outcome(s) associated with this assignment are:
Apply critical thinking skills to the analysis of issues involving mass media and society.
Analyze ways in which different types of media content reflect and / or influence society’s attitudes and behaviors.
Write clearly and concisely about media and society using proper writing mechanics.
Grading for this assignment will be based on answer quality, and language and writing skills.
Click here
to view the grading rubric.
SOC105-J3-1
1. Describe one or two (1-2) experiences with mass media (movies or television) that affected you positively or negatively, explaining when, how, and why.
Weight: 60%
--
0
(0%)
- 18
(35.99%)
18
(36%)
- 21
(41.99%)
21
(42%)
- 24
(47.99%)
24
(48%)
- 27
(53.99%)
27
(54%)
- 30
(60%)
Feedback:
SOC105-J3-3
3. Complete the page requirement.
Weight: 30%
--
0
(0%)
- 9
(17.99%)
9
(18%)
- 10.5
(20.99%)
10.5
(21%)
- 12
(23.99%)
12
(24%)
- 13.5
(26.99%)
13.5
(27%)
- 15
(30%)
Feedback:
SOC105-J3-4
4. Clarity, writing mechanics, and formatting requirements.
Weight: 10%
--
0
(0%)
- 3
(5.99%)
3
(6%)
- 3.5
(6.99%)
3.5
(7%)
- 4
(7.99%)
4
(8%)
- 4.5
(8.99%)
4.5
(9%)
- 5
(10%)
Feedback:
Name:
SOC105 Week 3 Reflective Journal 1: My Views on Mass Media
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Unit 7 Business Stat
NRS-441V Week 5 Constructing the Written Evidence-Based Proposal: Final Capstone Project
P2P sites
payment
BPS ASSESS VII
Java Programing
Mod 5 Dis
ECON look at the video and then answer this two question ?
SOC105 Week 3 Assignment
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Journal
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, training on how to grade is within the Instructor Center.
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My Views on Mass Media or Effects of Advertising
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Reflective Journal 1: My Views on Mass Media
or Effects of Advertising
Due Week 3 and worth 50 points
Write a 3/4 to 1 page journal entry (300 to 500 words) in which you:
Describe one or two …
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Society and the Media Journal Week 3
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Reflective Journal 1: My Views on Mass Media
or Effects of Advertising
Due Week 3 and worth 50 points
Write a 3/4 to 1 page journal entry (300 to 500 .
END OF UNIT ASSESSMENT AssignmentFACULTY .docx
END OF UNIT ASSESSMENT:
Assignment
FACULTY:
Social Science
SCHOOL:
Business
MODULE:
Research Design and Dissertation
MODULE CODE:
MGT9049
LEVEL:
M
MODULE CO-ORDINATOR:
Liz Price and Rebecca Herron
NAME:
Xinjing LAI
STUDENT ID:
LAI13441475
HAND-IN DATE:
31st August 2014
WORD COUNT:
3100
A report based on analyzing data from a survey of service quality at a University Sports Center.
Service quality is regarded as a major influence in customer satisfaction and retention. A significant quantity of management and academic literature has developed since the concept of service quality first emerged as a mainstream consideration over 20 yeas ago (Parasuraman et al, 1988). The quantitative research is important way to measure the quality of service (Bryman and Cramer, 1997). The important objective of quantitative study is not a simply summarizing and giving descriptive data for analyzing models and relationships within the data of sports center. Usually, it is include two sections. Firstly, difference between subgroup in the data. Anarchically techniques are associated with statistical tests of difference. The next is Co-variance, or the extent to which one variable is related to another. For example, the extent of usage usually plays a important role in the rating of service quality (Anderson, 2006). Therefore, ‘servqual’ as a methodology to measure the quality of services produced (Bryman and Bell, 2007). The reliability, tangibles, empathy, responsiveness and assurance are important features in the methodology (Bryman and Bell, 2007). In the report, the ‘servqual’ devote to evaluate the service quality in the context of the sports center in the University of Lincoln.
Evaluation of Questionnaire Design
The undergraduate students are main interviewees in the research.Basing on analyzing data from a survey of service quality at the Sports Center of university of Lincoln, a result of the study produced.
In the autumn of 2009, a questionnaire was used. Using the random sampling, 200 participants concluded in the final sample, even has the potential sampling error of 9%, it still was seemed appropriate. In the process, the probability sample as a basic method by using e-mail to send for all of the university's students. It is difference with the original exception. In the initial sample, 300 participants were contacted, and were emailed directing them to a weblink to the survey hosted by surveymonkey.com. Two weeks later, the research achieves 202 useable feedbacks. As a result, 67% of feedback is reasonable for the research. Subsequent analysis of late respondents suggested no statistically significant differences between early and late respondents. In this feedback, the female made up 37.1% in the sample, and the male made up 62.4%. Non-members who pay each time the sports center makes up 48.4% of the sample and the member made up 51.6% of the sample. Otherwise, the business students made ...
Social Media vs. Age Marketing Presentation
This presentation shows the relationship between social media preferences and age groups.
Marketing research and analytics were used to conduct this project.
The substitute communication media(dilemma)
A case study leading to the outcome impacts of Telecom Media services on the mindset of the youth/young generation.
A STUDY ON IMPACT OF SOCIAL MEDIA ON YOUTH
This document summarizes a research study on the impact of social media on youth. The study found that social media has both positive and negative effects. Positively, it allows learning, staying connected with friends, and provides entertainment and opportunities. However, it can also cause health issues, waste time, and lead to cyber theft. Most respondents spent 3-4 hours per day on social media and used platforms like Facebook, Instagram, and WhatsApp. While it benefits well-being for some, others reported high negative impacts. The study recommends using social media wisely and balancing online and offline activities.
CriteriaRatingsPtsThis criterion is linked to a Learning Outcome
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeSubjective Data (CC, HPI, PMH, Allergy identification, Medication Reconciliation, Social History, Family History, Health Promotion, and ROS)
PT105-CO2
5 pts
Level 5
All elements of subjective data are adeptly documented and demonstrate consistent information across all aspects represented.
4.5 pts
Level 4
All elements of subjective data are appropriately documented and demonstrate consistent information across all aspects represented.
4 pts
Level 3
All elements of subjective data are satisfactorily documented but do not demonstrate consistent information across all aspects represented.
3.5 pts
Level 2
All elements of subjective data are either not satisfactorily documented or do not demonstrate consistent information across all aspects represented.
3 pts
Level 1
All elements of subjective data are not satisfactorily documented and do not demonstrate consistent information across all aspects represented.
0 pts
Level 0
No elements of subjective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeObjective Data (Relative to the information documented in the CC, HPI, PMH, and ROS)
PT105-CO2
5 pts
Level 5
All elements of objective data are adeptly documented and demonstrate consistency.
4.5 pts
Level 4
All elements of objective data are appropriately documented and demonstrate consistency.
4 pts
Level 3
All elements of objective data are satisfactorily documented but do not demonstrate consistency.
3.5 pts
Level 2
All elements of objective data are either not satisfactorily documented or do not demonstrate consistency.
3 pts
Level 1
All elements of objective data are not satisfactorily documented and do not demonstrate consistency.
0 pts
Level 0
No elements of objective data are evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomeAssessment (Information documented in the CC, HPI, PMH, ROS and the objective data.)
PT105-CO2
5 pts
Level 5
Assessment designations and other elements in this section are adeptly documented and demonstrate congruence.
4.5 pts
Level 4
Assessment designations and other elements in this section are appropriately documented and demonstrate congruence.
4 pts
Level 3
Assessment designations and other elements in this section are satisfactorily documented but do not demonstrate congruence.
3.5 pts
Level 2
Assessment designations and other elements in this section are either not satisfactorily documented or do not demonstrate congruence.
3 pts
Level 1
Assessment designations and other elements in this section are not satisfactorily documented and do not demonstrate congruence.
0 pts
Level 0
Assessment designations and other elements in this section are not evidenced in the assignment.
5 pts
This criterion is linked to a Learning OutcomePlan (Demonstrate application of current clinical practices for the identified assessment designations, and demonstrates congruence of information across all aspects ...
PROMOTING STUDENT ENGAGEMENT USING SOCIAL MEDIA TECHNOLOGIES
This document discusses using social media technologies to promote student engagement in a software project management course. It describes the course and objectives of enhancing communication. It discusses using Facebook for 4 years, then switching to WhatsApp based on student feedback, and finally introducing Slack to enable personalized team communication. Surveys found students engaged and satisfied with all three tools, though less familiar with Slack. The conclusion is that social media promotes engagement but familiarity with the tool also impacts satisfaction.
Topic The Influence of Social Media on Mental Healt.docx
Topic:
The Influence of Social Media on Mental Health
Beginning in PSY 535 you’ll need to have a clear understanding of how you’d go about studying the hypothesis you’ve proposed. This will involve addressing, at minimum, three key elements of methodology:
the participants you plan to recruit,
the measures you plan to use to study the variables of interest, and the procedure by which you will collect your data. If you are proposing to carry out a survey, you will need to select measures that are both reliable and valid and attach them as an appendix to your final proposal. If you are proposing to run an experiment, you will need to include a detailed protocol. Be thinking about your design will inform your analyses as you go. Because this is a proposal,
you should be writing all of this in the future tense. Consult with your peers, your instructor, and your faculty advisor for input.
Three key elements that need to be addressed:
1.
the participants you plan to recruit
2.
the measures you plan to use to study the variables of interest
3.
the procedure by which you will collect your data.
Behavior Intervention Plan (BIP)
Student Name: ______________________________________ Date: ______________
DOB: __________________ Teacher/Case Manager: _______________________________________
Defined Behavior
Behavior Goals
Interventions and Frequency of Intervention
(This will support the teaching and learning of the goal.)
List persons who are responsible for services and monitoring performance.
Motivational and Instructional Interventions
Rewards and Reinforcements
Safety Interventions
Legal and Ethical Considerations in Maintaining Student Confidentiality
Resources
© 2019. Grand Canyon University. All Rights Reserved.
image1.jpeg
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Donnie
No
Mid SES
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Male
No
Tier 2 RTI for Reading
One year above grade lev.
NonParametricsAnalysisOfSocialMediaBehavior
The document summarizes a study that examined the relationship between time spent on social media and GPA among upper-division students at CSUEB. The researchers administered an anonymous survey asking about social media use, GPA, age, major, and study time. A Kruskal-Wallis test found significant differences in median GPA between different social media time ranges, with lower GPAs associated with more time on social media. The analysis concluded that excessive social media time can negatively impact academic performance.
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RI.pptx
- 1. THE RELATIONSHIP BETWEEN SOCIAL MEDIA USAGE AND SELF- ESTEEM AMONG SENIOR HIGH SCHOOL STUDENTS
- 2. Research Instrument: Part I: PROFILE: Name: (Optional) Age: Gender:
- 3. GENERAL INSTRUCTION: You have been chosen to take part in this study aimed at describing your level of social media usage. With your permission, the researcher would like to spend a few minutes asking you for information that is important to achieving the study's goals. In the next section, you will find several indicators describing competencies for level of social media usage. Please answer the questions honestly by evaluating yourselves according to the given rating scale.
- 4. Instructions: Using the five-point likert scale presented below, rate the level of your experience in using social media. Scale Range Competency level 5 4. 21- 5.00 Very high 4 3. 41- 4.20 High 3 2.61 - 3.40 Moderate 2 1.01 - 2.60 Low 1 -1.00 - 1.00 Very low
- 6. From the table shown above, there are five indicators. The first indicator shows that the social media usage for entertainment purpose has a mean of 3.16 which is a moderate level of competency. In the second indicator, social media usage for getting information has a mean of 3.1 which means it has also a moderate level of competency. Another indicator is the use of social media for school purpose that has a mean of 3.2 which has a moderate level of competency. The fourth indicator shows that the social media usage for communicating with other people has a mean of 3.13 which has also a moderate level of competency. And in the last indicator which is the use of social media for online shopping has a mean of 2.9 which means that the level of competency is low.