Synchrony During Online Encounters
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The study investigated how synchrony, or coordination of movements, affects social cognition and theory of mind (ToM) during online encounters between strangers. 126 young adults were randomly assigned to conditions with synchronized movement, unsynchronized movement, or casual conversation. Findings showed that synchronized movement increased feelings of social affiliation and improved ToM performance, but did not impact empathy. The results suggest that synchrony can foster some socio-cognitive abilities even in online interactions between unfamiliar individuals.
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CORRELATION BETWEEN EMPATHY AND FRIENDSHIP QUALITY AMONG HIGH SCHOOL STUDENTS...
In this research were used two questionnaires Empathy Formative questionnaire and Friendship Quality Scale. The aim of this study is to see the relationship between empathy and friendship quality among adolescent, to find out if there are gender differences in empathy and friendship quality, and to see if there are any differences between younger and older students on examined variables. This research was done with 65 high school students. Age of the students were 15 to 17 years old. Results show that there is a correlation between empathy and friendship quality. The results of t test show that there are not significant differences between females and males on variable empathy. Girls and boys have significant difference in friendship quality in Kosovo. There are no significant differences between older students and younger students in the level of empathy and also there are no significant differences between older students and younger students in the level of friendship quality.
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Unit Three: Interpersonal Communication in Action
Eric L. Morgan and Greg G. Armfield
What Is Interpersonal Communication?
Communication between a customer and a salesperson, a doctor and a patient, a mother and a daughter, two partners who are in a fight, two partners who are in love, two friends talking on a park bench who join in conversation with a third friend who stops by and sits down, an e-mail from a soldier to his girlfriend. All these scenarios are examples of interpersonal communication. Scholar Brant Burleson (2010) defines
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had greater density; variability in anxiety symptoms was not consistently associated with cohesion. The friendship
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When compared with their peers, adolescents with
more depressive symptoms have fewer friends,
have less stable friendships, and are more often
victimized and rejected by their peers (Chan &
Poulin, 2009; Kochel, Ladd, & Rudolph, 2012; Rose
et al., 2011; Stice, Ragan, & Randall, 2004). Yet
depressive symptoms also are a basis for friend-
ship formation, such that adolescents experiencing
these symptoms tend to be friends with each other
(Cheadle & Goosby, 2012; Hogue & Steinberg,
1995; Schaefer, Kornienko, & Fox, 2011). This
means that even if they have lower status in their
larger peer networks, many adolescents with
depressive symptoms do have friends, and those
friends often have depressive symptoms them-
selves. Thus many youth with depressive symp-
toms are likely embedded in friendship groups of
adolescents with similar symptoms. Yet we do not
know whether these friendship groups are as cohe-
sive as the groups formed by youth without
depressive symptoms, or whether they are
structurally weaker and thus not comparable sub-
stitutes, at least in terms of cohesion, for typical
friendship groups. Most studies of depressive
symptoms and peer networks have focused on
dyadic interactions or on individual adolescents’
status within entire social networks, rather than on
friendship groups.
This study examined whether friendship groups
comprised of adolescents with more depressive
symptoms are smaller and “looser,” or less tight-
knit, than groups characterized by fewer depres-
sive symptoms. It also examined whether groups
whose members vary more in their levels of
depressive symptoms are smaller and less tight-
knit. Finally, it distinguished between symptoms of
depression and symptoms of anxiety, which stud-
ies suggest may have opposite effects on friendship
cohesion (Rose et al., 2011). To our knowledge, this
is the first paper to describe the internal cohesive-
ness of friendship groups with members who have
varying.
Adolescent Internalizing Symptoms and the Tightknittedness” o.docx
Adolescent Internalizing Symptoms and the “Tightknittedness” of
Friendship Groups
Sonja E. Siennick and Mayra Picon
Florida State University
Adolescents with depression have lower peer status overall, but tend to befriend each other. We examined the
“tightknittedness” of their friendship groups by testing whether adolescent friendship groups’ average levels of or vari-
ability in internalizing symptoms predict group cohesiveness. We used four waves (9th–12th grades) of survey and
social network data on 3,013 friendship groups from the PROmoting School-Community-University Partnerships to
Enhance Resilience study. Friendship groups with higher average depressive symptoms were less cohesive; groups
with higher average anxiety symptoms had greater reciprocity. Groups with greater variability in depressive symptoms
had greater density; variability in anxiety symptoms was not consistently associated with cohesion. The friendship
groups of depressed adolescents appear less cohesive than the “typical” adolescent friendship group.
When compared with their peers, adolescents with
more depressive symptoms have fewer friends,
have less stable friendships, and are more often
victimized and rejected by their peers (Chan &
Poulin, 2009; Kochel, Ladd, & Rudolph, 2012; Rose
et al., 2011; Stice, Ragan, & Randall, 2004). Yet
depressive symptoms also are a basis for friend-
ship formation, such that adolescents experiencing
these symptoms tend to be friends with each other
(Cheadle & Goosby, 2012; Hogue & Steinberg,
1995; Schaefer, Kornienko, & Fox, 2011). This
means that even if they have lower status in their
larger peer networks, many adolescents with
depressive symptoms do have friends, and those
friends often have depressive symptoms them-
selves. Thus many youth with depressive symp-
toms are likely embedded in friendship groups of
adolescents with similar symptoms. Yet we do not
know whether these friendship groups are as cohe-
sive as the groups formed by youth without
depressive symptoms, or whether they are
structurally weaker and thus not comparable sub-
stitutes, at least in terms of cohesion, for typical
friendship groups. Most studies of depressive
symptoms and peer networks have focused on
dyadic interactions or on individual adolescents’
status within entire social networks, rather than on
friendship groups.
This study examined whether friendship groups
comprised of adolescents with more depressive
symptoms are smaller and “looser,” or less tight-
knit, than groups characterized by fewer depres-
sive symptoms. It also examined whether groups
whose members vary more in their levels of
depressive symptoms are smaller and less tight-
knit. Finally, it distinguished between symptoms of
depression and symptoms of anxiety, which stud-
ies suggest may have opposite effects on friendship
cohesion (Rose et al., 2011). To our knowledge, this
is the first paper to describe the internal cohesive-
ness of friendship groups with members who have
varying.
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609734611-Social-Interactions-Interpersonal-Relations-and-Communication-Cagan...
This document discusses social interactions, interpersonal relations, and communication in learning. It defines these concepts as social exchanges, relationships between individuals, and the sharing of meanings. Learning is described as a social phenomenon that occurs through interactions. The school and classroom are presented as social entities where much social exchange happens between students and teachers. It is suggested that the socio-emotional climate of the classroom should be characterized by social approval, acceptance, positive interactions, and good relationships to positively impact student learning.
Response to two classmates’ discussion on what is sociology. Res.docx
Response to two classmates’ discussion on what is sociology. Responses should be at least 150 words each (put the word count in all responses). Replies should take the conversation further by adding questions or your own ideas in your replies. In addition, you can point out both strengths and areas of improvement on your peers' submission. Strong posts will demonstrate understanding and connection to course materials
Classmate 1: Kia J Washington
1. I would be most interested in studying violence in society. While this topic is also quite broad, I would love to know more about violence in history across multiple cultures, as well as research on factors that feed into an individual's propensity toward it (or against it) and which mitigation efforts are most effective.
2. I am working toward medical school, with the end goal of being a forensic pathologist. Because my main motivation has been my background in social justice, it seems the most relevant chapter to me would be Chapter 12, Stratification and Inequality. Many of the consequences of marginalization (poverty, lack of access to adequate health care, isolation, mental health struggles, etc.) have clear links to untimely death. I think knowing more about why these inequalities happen is key to solving them.
3. Collins describes the experience of opening the “sociological eye” through experiencing a switch in our way of looking at things, as well as the path of social activism. I am more aligned with the latter (Collins 2013). Aside from issues relating to burnout, I imagine conflict can occur when critique of a group or individuals within it becomes necessary but is also seen as a detriment to the overall goal of the movement they support.
4. I most agree with Comte and the Law of Three Stages. It is very relevant to the present day. I do believe that the antidote to social chaos is the acceptance and application of the third (positive or scientific) stage, but I’m not confident that we’ll get there (McIntyre 2013). At the risk of outright pessimism, this is the same reason for my disagreement with Durkheim, who I feel may have idealized cooperation in premodern societies.
5. My Gemeinschaft relationships include those between myself and my friends, and between myself and my partner. My Gesellschaft relationships are with people such as my boss, or my academic advisor. I consider my Gemeinschaft relationships more important, as they are not contingent upon me being in a certain environment (working a specific job or being a current student). My personal bonds can and have transcended time, distance, and different stations in life.
Classmate 2: Lisa Bogetto
Discussion 1: what is Sociology?
1. Some aspect of human society or social behavior that I think might be interesting to study would be. The behavior of marriage, the function of the human’s behavior from the start of the marriage to later in life. Also, the different kind of relatio.
WorldPride Human Rights conference 2014 Gerouki
Discussing with young students about sexuality and diversity in Greece. A presentation for the WorldPride Human Rights 2014 Conference in Toronto.
Interactionism, Conflict Theory, And Theoretic Perspectives
Structural functionalism views society as a complex system of interrelated parts that function together. Conflict theory sees society as groups competing for limited resources, leading to inequality and conflict. Symbolic interactionism focuses on how people interact and how symbols and language shape these interactions. While each perspective provides insights, they each have limitations and fail to fully explain modern society on their own. A balanced approach is needed.
Phenomics assisted breeding in crop improvement
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
Nucleic Acid-its structural and functional complexity.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...Abdul Wali Khan University Mardan,kP,Pakistan
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills原版制作(carleton毕业证书)卡尔顿大学毕业证硕士文凭原版一模一样
原版纸张【微信：741003700 】【(carleton毕业证书)卡尔顿大学毕业证】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Nucleophilic Addition of carbonyl compounds.pptx
Nucleophilic addition is the most important reaction of carbonyls. Not just aldehydes and ketones, but also carboxylic acid derivatives in general.
Carbonyls undergo addition reactions with a large range of nucleophiles.
Comparing the relative basicity of the nucleophile and the product is extremely helpful in determining how reversible the addition reaction is. Reactions with Grignards and hydrides are irreversible. Reactions with weak bases like halides and carboxylates generally don’t happen.
Electronic effects (inductive effects, electron donation) have a large impact on reactivity.
Large groups adjacent to the carbonyl will slow the rate of reaction.
Neutral nucleophiles can also add to carbonyls, although their additions are generally slower and more reversible. Acid catalysis is sometimes employed to increase the rate of addition.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
Slides from:
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Track: Artificial Intelligence
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609734611-Social-Interactions-Interpersonal-Relations-and-Communication-Cagan...
This document discusses social interactions, interpersonal relations, and communication in learning. It defines these concepts as social exchanges, relationships between individuals, and the sharing of meanings. Learning is described as a social phenomenon that occurs through interactions. The school and classroom are presented as social entities where much social exchange happens between students and teachers. It is suggested that the socio-emotional climate of the classroom should be characterized by social approval, acceptance, positive interactions, and good relationships to positively impact student learning.
Response to two classmates’ discussion on what is sociology. Res.docx
Response to two classmates’ discussion on what is sociology. Responses should be at least 150 words each (put the word count in all responses). Replies should take the conversation further by adding questions or your own ideas in your replies. In addition, you can point out both strengths and areas of improvement on your peers' submission. Strong posts will demonstrate understanding and connection to course materials
Classmate 1: Kia J Washington
1. I would be most interested in studying violence in society. While this topic is also quite broad, I would love to know more about violence in history across multiple cultures, as well as research on factors that feed into an individual's propensity toward it (or against it) and which mitigation efforts are most effective.
2. I am working toward medical school, with the end goal of being a forensic pathologist. Because my main motivation has been my background in social justice, it seems the most relevant chapter to me would be Chapter 12, Stratification and Inequality. Many of the consequences of marginalization (poverty, lack of access to adequate health care, isolation, mental health struggles, etc.) have clear links to untimely death. I think knowing more about why these inequalities happen is key to solving them.
3. Collins describes the experience of opening the “sociological eye” through experiencing a switch in our way of looking at things, as well as the path of social activism. I am more aligned with the latter (Collins 2013). Aside from issues relating to burnout, I imagine conflict can occur when critique of a group or individuals within it becomes necessary but is also seen as a detriment to the overall goal of the movement they support.
4. I most agree with Comte and the Law of Three Stages. It is very relevant to the present day. I do believe that the antidote to social chaos is the acceptance and application of the third (positive or scientific) stage, but I’m not confident that we’ll get there (McIntyre 2013). At the risk of outright pessimism, this is the same reason for my disagreement with Durkheim, who I feel may have idealized cooperation in premodern societies.
5. My Gemeinschaft relationships include those between myself and my friends, and between myself and my partner. My Gesellschaft relationships are with people such as my boss, or my academic advisor. I consider my Gemeinschaft relationships more important, as they are not contingent upon me being in a certain environment (working a specific job or being a current student). My personal bonds can and have transcended time, distance, and different stations in life.
Classmate 2: Lisa Bogetto
Discussion 1: what is Sociology?
1. Some aspect of human society or social behavior that I think might be interesting to study would be. The behavior of marriage, the function of the human’s behavior from the start of the marriage to later in life. Also, the different kind of relatio.
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Discussing with young students about sexuality and diversity in Greece. A presentation for the WorldPride Human Rights 2014 Conference in Toronto.
Interactionism, Conflict Theory, And Theoretic Perspectives
Structural functionalism views society as a complex system of interrelated parts that function together. Conflict theory sees society as groups competing for limited resources, leading to inequality and conflict. Symbolic interactionism focuses on how people interact and how symbols and language shape these interactions. While each perspective provides insights, they each have limitations and fail to fully explain modern society on their own. A balanced approach is needed.
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Response to two classmates’ discussion on what is sociology. Res.docx
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Phenomics assisted breeding in crop improvement
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
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hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills原版制作(carleton毕业证书)卡尔顿大学毕业证硕士文凭原版一模一样
原版纸张【微信：741003700 】【(carleton毕业证书)卡尔顿大学毕业证】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
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Electronic effects (inductive effects, electron donation) have a large impact on reactivity.
Large groups adjacent to the carbonyl will slow the rate of reaction.
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3:国家专业人才认证中心颁发入库证书
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5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
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Synchrony During Online Encounters
- 1. Chiara Basile, Serena Lecce, and Floris Tijmen van Vugt Synchrony During Online Encounters Affects Social Affiliation and Theory of Mind but Not Empathy
- 2. Introduction How synchrony affects social cognition and ToM Social bonding Social cohesion Social cooperation Sense of connection and liking Individual perception of closeness and feelings of similarity Positive affect Memory recall
- 3. THE AIM OF THE STUDY Is to investigate whether synchrony effects hold for online encounters between unacquainted pairs of young adults and whether these effects extend to more complex socio-cognitive abilities such as theory of mind (e.g., ToM) and empathy
- 4. MATERIALS AND METHODS Participants = 126 Young Adults between the ages of 19 and 32 Randomly assigned to 1 of the 3 experimental conditions: Synchrony, Asynchrony and Small Talk Paired in dyads according to the following rules: being unacquainted, close in age(maximum age difference of 3 years) and the same gender
- 9. FINDINGS AND DISCUSSION SYNCHRONY AND SOCIAL AFFILIATION SYNCHRONY AND EMPATHY SYNCHRONY AND TOM
- 10. Thank you for listening Presentation by Cioaca Cezar Calin