CO SCI 201-Intro to Computer Info Systems Dr. Simon Lin BONUS-Project Assignment 9 (PA9) Version: 8/24/17 BONUS Project CS201 Project Assignment 9 (PA9) Note: This is a bonus project for extra 4% points above the normal 100% points. Please do the ACCESS’s Challenge Yourself 4.3, which is on page AC-225 to AC-226 of the ACCESS section in the book “Microsoft Office - A Skills Approach 2016”. The start file “AC2016-ChallengeYourself-4-3” (for step 1) can be obtained from the Files folder by the name of “CS201-PA9-AC2016-ChallengeYourself-4-3.accdb”. Special Notes about this project: (1) There are 5 queries to be created: [1] GreenhouseTechsFT, [2] NewPlants, [3] RedPlantSale, [4] PlantsMissingMaintenance, and [5] PlantsByColor. (2) The ACCESS manual shows how to create a QBE query, which may be easier for you to do. However, you are welcome to design your query by using SQL, which is the international standard structured query language for a relational DBMS. (3) You would get partial credit for what you have accomplished for this project. How to submit your work? You must submit your work by uploading your final result file. Page 1 of 1 Sheet1CATEGORYExcellent-4Good-3Satisfactory-2Needs Improvement-1Content - AccuracyAll content throughout the presentation is accurate. There are no factual errors.Most of the content is accurate but there is one piece of information that seems inaccurate.The content is generally accurate, but one piece of information is clearly inaccurate.Content confusing or contains more than one factual error.Sequencing of InformationInformation is organized in a clear, logical way. It is easy to anticipate the next slide.Most information is organized in a clear, logical way. One slide or piece of information seems out of place.Some information is logically sequenced. An occasional slide or piece of information seems out of place.There is no clear plan for the organization of information.EffectivenessProject includes all material needed to give a good understanding of the topic. The project is consistent with the driving question.Project is lacking one or two key elements. Project is consistent with driving question most of the time.Project is missing more than two key elements. It is rarely consistent with the driving question.Project is lacking several key elements and has inaccuracies. .Project is completely inconsistent with driving question.Use of GraphicsAll graphics are attractive (size and colors) and support the topic of the presentation.A few graphics are not attractive but all support the topic of the presentation.All graphics are attractive but a few do not support the topic of the presentation.Several graphics are unattractive AND detract from the content of the presentation.Text - Font Choice & FormattingFont formats (color, bold, italic) have been carefully planned to enhance readability and content.Font formats have been carefully planned to enhance reada ...

1. CO SCI 201-Intro to Computer Info Systems
Dr. Simon Lin
BONUS-Project Assignment 9 (PA9) Version:
8/24/17
BONUS Project
CS201 Project Assignment 9 (PA9)
Note: This is a bonus project for extra 4% points above the
normal 100% points.
Please do the ACCESS’s Challenge Yourself 4.3, which is on
page AC-225 to AC-226 of the ACCESS section in the book
“Microsoft Office - A Skills Approach 2016”.
The start file “AC2016-ChallengeYourself-4-3” (for step 1) can
be obtained from the Files folder by the name of “CS201-PA9-
AC2016-ChallengeYourself-4-3.accdb”.
Special Notes about this project:
(1) There are 5 queries to be created: [1] GreenhouseTechsFT,
[2] NewPlants, [3] RedPlantSale, [4]
PlantsMissingMaintenance, and [5] PlantsByColor.
(2) The ACCESS manual shows how to create a QBE query,
which may be easier for you to do. However, you are welcome
to design your query by using SQL, which is the international
standard structured query language for a relational DBMS.
(3) You would get partial credit for what you have
accomplished for this project.
How to submit your work?
You must submit your work by uploading your final result file.

2. Page 1 of 1
Sheet1CATEGORYExcellent-4Good-3Satisfactory-2Needs
Improvement-1Content - AccuracyAll content throughout the
presentation is accurate. There are no factual errors.Most of the
content is accurate but there is one piece of information that
seems inaccurate.The content is generally accurate, but one
piece of information is clearly inaccurate.Content confusing or
contains more than one factual error.Sequencing of
InformationInformation is organized in a clear, logical way. It
is easy to anticipate the next slide.Most information is
organized in a clear, logical way. One slide or piece of
information seems out of place.Some information is logically
sequenced. An occasional slide or piece of information seems
out of place.There is no clear plan for the organization of
information.EffectivenessProject includes all material needed to
give a good understanding of the topic. The project is consistent
with the driving question.Project is lacking one or two key
elements. Project is consistent with driving question most of the
time.Project is missing more than two key elements. It is rarely
consistent with the driving question.Project is lacking several
key elements and has inaccuracies. .Project is completely
inconsistent with driving question.Use of GraphicsAll graphics
are attractive (size and colors) and support the topic of the
presentation.A few graphics are not attractive but all support
the topic of the presentation.All graphics are attractive but a
few do not support the topic of the presentation.Several
graphics are unattractive AND detract from the content of the
presentation.Text - Font Choice & FormattingFont formats
(color, bold, italic) have been carefully planned to enhance
readability and content.Font formats have been carefully
planned to enhance readability.Font formatting has been
carefully planned to complement the content. It may be a little
hard to read.Font formatting makes it very difficult to read the
material.Spelling and GrammarPresentation has no misspellings

3. or grammatical errors.Presentation has 1-2 misspellings, but no
grammatical errors.Presentation has 1-2 grammatical errors but
no misspellings.Presentation has more than 2 grammatical
and/or spelling errors.DeliveryPresenter spoke at a good rate,
volume and with good grammar. Read very little of what was
found on slides (less than 25%)Presenter spoke a little faster or
slower than necessary, or too quietly or loudly. They used
acceptable grammar. Read some of what was presented on
slides(26-50%)Presenter spoke at a good rate and volume, but
used poor grammar. Relied too heavily on information
presented on slides (51-80%)Presenter demonstrated having
paid little attention to rate, volume or grammar. They read
nearly word for word from slides (more than 80%)
Running head: THE IMPACT OF SOCIAL NETWORKING ON
A CHILD’S INTERPERSONAL SOCIAL CONNECTEDNESS
1
THE IMPACT OF SOCIAL NETWORKING ON A CHILD’S
INTERPERSONAL SOCIAL CONNECTEDNESS 3
The Impact of Social Networking on a Child’s Interpersonal
Social Networking
Tyrone McCusker
Florida Institute of Technology
Abstract
As the use of social media is increasing among children,

4. individuals question whether the increase generates positive or
negative outcomes. This questioning forms the basis of this
paper. Concerns about the effect that the social media sites have
on children constitute the content of different studies. This
paper theorizes that online social networking negatively affects
children’s interpersonal functioning as it reduces their social
connectedness, their well-being, and increases the chance of
bullying, which can lead to social awkwardness and social
anxiety. For this reason, the method used to examine the thesis
is through literature review. The included sources are primarily
journal articles, most of which use scientific methods that
would assist in validating this argument.
The Impact of Social Networking on a Child’s Interpersonal
Social Connectedness
Introduction
As the use of social media is increasing among children,
individuals question whether the increase generates positive of
negative outcomes. This questioning warrants a greater
understanding, specifically concerning the manner in which
social media use among children affects their social
connectedness. According to Amanda Lenhart (2015), an
assessment of the online behaviors of individuals indicates that
visiting social networking sites is the most frequent activity that
many the people do while online. In this light, it would be vital
to examine the manner in which social media use has the
interpersonal functioning of the children in terms of their social
connectedness, interpersonal functioning, well-being, as well as
the chance of bullying. As a result, there is a possibility of
asserting that online social networking negatively affects
children’s interpersonal functioning as it reduces their social
connectedness, their well-being, and increases the chance of
bullying, which can lead to social awkwardness and social
anxiety.
Literature Review
Children and adolescents could use the social media positively

5. since it is not only an avenue for interacting, but it provides
them with the opportunity to learn as they interact with their
friends. In this case, the platform could be used as an
alternative to getting students to become interested in learning,
which is an alternative medium. Young people consider social
networking as an important aspect of their lives, even though
they do not only use the medium for interaction. In this case,
social media provides them with an avenue through which they
could express themselves freely, without having to see each
other face-to-face. Even though there are numerous ways to
which the children could use social media positively, the
negative effects are severe.
It is well established that the foundation of long-lasting
interpersonal bonds is social connection. In this case, human
beings possess innate psychological drives to belong to a
particular group or groups, consequently taking part in
meaningful interactions. An overriding factor to consider when
assessing the normative developmental trajectories in children
is that the central feature is their social connections (Lenhart,
2015). When a child perceives a great sense of belonging in
school, they characteristically value learning and the academic
material. Conversely, a child that perceives a weak sense of
belonging among his or her peers, he or she is likely to engage
in maladaptive internalizing as well as externalizing behavior
(Lenhart, 2015). In this light, their social connections can
contribute to children’s psychosocial well-being, which is
inclusive of depression, loneliness, and their anxiety levels.
Children and adolescents in the contemporary society use the
different social network to socialize and communicate. The
persistent use of social networks limits the effectiveness of the
young people when communicating with others or when
resolving conflicts in person. In this light, they can negatively
affect their behavior and impair the capability of developing
and maintaining relationships (Drussell, 2012). Since
communication is fundamental in personal relationships and that
the quality of the relationships could be assessed by looking at

6. the communication skills of individuals, the impairment of
effective communication can prevent successful relational
development in children and adolescents. The impairment can
affect family relationships, their performance in school,
socialization, and the possibility of securing employment.
The interpersonal functioning of the young people could further
be affected by their excessive use of social media since it might
underhandedly hold back proper interpersonal skill
development. In this light, Drussell (2012) argues that their
dependence on the social networking sites is likely to decrease
their social involvement, consequently increasing their
loneliness, which is a factor that might lead to depression. On
the other hand, the excessive use of social networking for
communication might lead to a decrease in communication
among the members of a family, which might weaken their
family bond.
The other negative consequence of social media networks is that
it opens up opportunities for online bullying. To prevent
children from being bullied online Hessel and Dworkin (2017)
take note of the idea that parents solicit for information from
their children and use the information to protect them. However,
the authors indicate that the solicitation affects their prosocial
and internalization of behavior. No matter how careful a parent
can be when activating privacy settings for the gadgets their
children use, it can be difficult to eradicate the risk of cyber
bullying. The constant connection to the external world through
social media networks can make it impossible for children to
escape online bullying.
There is a possibility of arguing that bullying through the social
media can be more subtle than physical bullying, especially at
the beginning of the act. However, persistent online bullying
could lead to the victimization of the child. In their study,
Frison, Subrahmanyam, and Eggermont (2016) indicate that one
of the risk factors that might be a derivative of victimization
through facebook is depression. One of the most serious
consequences of depression is suicide. In this case, the increase

7. in bullying instances through the social networking sites has
caused some instances of suicide among teenagers. The reason
that some of the teenagers choose to commit suicide emanates
from the idea that they do not have the capacity to deal with
being bullied. Other consequences of online bullying include
feelings of isolation, self-esteem issues, and self-harm, among
others. Most of the victims exhibit clear signs of victimization.
On the other hand, studies show that teenagers that spend more
than three hours on social networking sites during school days
are highly likely to suffer from poor mental health (Jamieson,
2015). A study by Igor Pantic (2014) reveals that there is a
statistically significant positive correlation between the time
students spend on social networking sites depressive symptoms.
One of the reasons provided to support the derived relationship
is the provision that communication through the online networks
can lead to a possibly wrong impression of the personality traits
of the other users (Pantic, 2014). In this case, the teenager
might misinterpret the physical appearance, moral integrity, or
the intelligence of other users. For this reason, they may
perceive them to be happier or more successful than they are,
leading to their conclusion that life is not fair for them.
The thoughts might affect their mental wellbeing, particularly
those that have particular depressive predispositions and other
psychiatric conditions. In light of the argument that social
networking sites can negatively affect a child’s self-esteem,
Pantic (2014) argues that the principal cause is the idea that
they promote self-presentation since the sites allow users to
post their images and talk about some issues that might affect
other users. They refer to others to evaluate themselves
constantly, consequently comparing their achievements with
those of the other users. The comparison might encourage
feelings such as jealousy and the development of narcissistic
behavior (Assunção et al., 2017). Even though the comparison
could encourage the user positively, in most cases, the action
affects the self-esteem of the young people negatively.
The social networking sites can also affect a child’s

8. psychosocial wellbeing since the child can feel caught between
the need to have a sense of social connectedness with his or her
peers and their desire to create his or her individuality and own
sense of identity. In most cases, the balance between the two
desires might be disrupted. Consequently, it would lead to the
development of loneliness. Loneliness occurs when a child feels
that his or her expectations of interpersonal relationships do not
line up with his or her lived experiences. According to Allen et
al. (2014), loneliness can jeopardize the healthy development of
a child or teenager, leading to a reduction in psychosocial
wellbeing. The situation might also occur in children with
learning disabilities.
The increased loneliness can possibly be more evident when the
children carry out conversations with individuals that they
might have met online. Socially anxious children and
adolescents might be aware that they are lonely because of a
reduction in their social skills while in offline situations. For
this reason, they feel socially empowered when communicating
with other people online, which is a situation that might reduce
their anxiety. As a result, they might stop making new personal
connections. On the other hand, Allen et al. (2014) suggest that
children with learning disabilities can be interacting with their
online friends as a function of the establishment of few
meaningful social connections during face-to-face situations.
These provisions could be used to indicate that the impact that
the social networking sites have on the psychosocial wellbeing
of the children might be an influence on their motivation for
using the social networking sites. However, it would be possible
to consider this deliberation as inconclusive.
It is natural for an individual to seek out information as well as
experiences they could use for identity gratification. The use of
the social networking sites for this purpose presents the
adolescents with a variety of opportunities and costs. This gives
them the ability to express their sexuality and develop and
maintain their positive self-image. The ease with which people
can access other people’s information from the profiles on

9. social media might generate negative cascading effects.
Individuals are increasingly using the social media to express
their social identities. This capability can create problems for
adolescents since it can create tension between the expression
of one’s sexual identity and the accusation of promiscuity. In
particular, girls that post pictures that reveal their skimpy
dressing might be victims of such accusations.
Conclusion
The increase in the use of social networking sites has both
positive and negative effects, particularly for children and
adolescents. In this case, a possible argument is that the social
media networks can affect the interpersonal functioning of
children in terms of their interpersonal functioning, well being,
as well as the chance of bullying. As a result, an individual
could argue that online social networking negatively affects
children’s interpersonal functioning as it reduces their social
connectedness, their well-being, and increases the chance of
bullying, which can lead to social awkwardness and social
anxiety.
References
Allen, K., Ryan, T., Gray, D., McInerney, D., & Waters, L.
(2014). Social Media Use and Social Connectedness in
Adolescents: The Positives and the Potential Pitfalls. The
Australian Educational And Developmental
Psychologist, 31(01), 18-31.
http://dx.doi.org/10.1017/edp.2014.2
Assunção, R. S., Costa, P., Tagliabue, S., & Mena Matos, P.
(2017). Problematic facebook use in adolescents: Associations
with parental attachment and alienation to peers. Journal of
Child and Family Studies, 26(11), 2990-2998.
doi:10.1007/s10826-017-0817-2
Drussell, J. (2012). Social Networking and Interpersonal
Communication and Conflict Resolution skills among College
Freshmen. Master of Social Work Clinical Research Papers.

10. Paper 21.
Frison, E., Subrahmanyam, K., &Eggermont, S. (2016). The
short-term longitudinal and reciprocal relations between peer
victimization on facebook and adolescents’ well-being. Journal
of Youth and Adolescence, 45(9), 1755-1771.
doi:10.1007/s10964-016-0436-z
Hessel, H., He, Y., & Dworkin, J. (2017). Paternal monitoring:
The relationship between online and in-person solicitation and
youth outcomes. Journal of Youth and Adolescence, 46(2), 288-
299. doi:10.1007/s10964-016-0490-6
Jamieson, S. (2015). Excessive social media use harms
children's mental health. Telegraph.co.uk. Retrieved 30
November 2017, from
http://www.telegraph.co.uk/news/health/children/11943810/Exc
essive-social-media-use-harms-childrens-mental-health.html
Klinkhoff, C. (2017). The Effects of Online Social Networking
on Social Connectedness and Friendship Quality Among
Adolescents. PCOM Psychology Dissertations. 416.
Lenhart, A. (2015). Teens, Social Media & Technology
Overview 2015. Pew Research Center: Internet, Science & Tech.
Retrieved 29 November 2017, from
http://www.pewinternet.org/2015/04/09/teens-social-media-
technology-2015/
Lock, R., Cooke, L., & Jackson, T. (2013). Online social
networking, order and disorder. Electronic Journal of E-
Government, 11(2), 229.
Pantic, I. (2014). Online Social Networking and Mental
Health. Cyberpsychology, Behavior, And Social
Networking, 17(10), 652-657.
http://dx.doi.org/10.1089/cyber.2014.0070