The Social Dilemma: The Effects of Social Media on Learning in High School Classrooms

This Capstone Project focuses on How Social Media Affects Learning in High School Classrooms. This is an important issue because Social Media is ubiquitous in the lives of students, and this flows into their classroom learning as well. Social Media has been found to affect students grades, attention span classroom behavior, and so much more. The primary stakeholder perspectives for this project are hearing from current high school students, high school teachers, and high school alumni who have graduated from high school within the last five years. Based on the stakeholders perspectives and data analysis, there has been a consensus found regarding whether the effects are positive or negative. Based on an analysis of the interviews and the relevant research literature, the researcher used what they learned to formulate an action that responded in a way that inspires, informs, or involves a particular audience

Lessons learned in a crisis situation : the Joplin Schools' story

Dissertation supervisor: Dr. Cynthia J. MacGregor.Includes vita.Natural disasters affect millions of lives each year, devastating educational institutions across the world (United States Agency for International Development, 2010). This qualitative study was designed using a case-study approach to understand one school district's leadership response to a catastrophic crisis in order to gain lessons learned that could prepare other non-profit, public educational intuitions in a future crisis. The study, using the framework of Bolman and Deal (2008), identified specific areas within each of the four frames: structural, human resource, political, and symbolic that should be considered when responding to a major disaster first-hand. The findings include several lessons learned that may guide other leaders in responding to a crisis.Includes bibliographical references

The future role of the vocational counselor

Future society may demand flexibility in many aspects of a person\u27s life. One certainty is that there will be change throughout life, and proliferation of choices will likely characterize many aspects of a person\u27s life space. Walz, {1975) emphasizes that an individual will continually be required to make critical life decisions under short time limits with little information

Development Antecedents of Loneliness in Young Adults

Psycholog

Correlates of loneliness among university students

Background The purpose of this study was to investigate level of loneliness, essential needs during university education, and relationships between loneliness, essential needs, and characteristics of university students. A sample comprising 721 students participated in the study. The mean age was 21.58 (SD = 1.73) with a range from 18 to 25. The majority of the students were female (70.6%) and were living in students' dormitory (67.5%) with low (87.8%) income, away from their parents. Methods The UCLA-R loneliness scale and sociodemographic questionnaire which includes an open-ended question on essential needs during university education were administered. Pearson-Product-Moment correlations were used to explore the relationships between participants' loneliness, needs, and characteristics. Results It was found that 60.2% of the participants experienced loneliness. Economical support (81.6%), social interaction (46.9%) and psychosocial support (35%) were the essential needs during university education reported by the participants. The study findings indicate that there were significant relationships between the needs of economical support, social interaction, and loneliness level of university students. Results also show that there were significant relationships among romantic relationship, parents' status and loneliness. Participants' loneliness levels were relatively higher who had not any romantic relationship and were not from married families. Conclusion The findings of this study provided essential information, about Turkish university students, concerning: level of loneliness and relationships that exist among loneliness, needs and sociodemographic characteristics. The findings also suggest implications for psychosocial practice. Because of the mean of loneliness were found to be high (45.49 ± 10.07), for this study, professionals need to pay attention to Turkish university students' psychosocial state, and need to empower them in establishing social relations

Ordinary Objects

Nothing is more familiar to us than the ordinary objects—such as dogs, computers, tables, and trees—that we interact with daily. Yet contemplation of ordinary objects has provided much fodder for philosophical elucidation. Many of the central questions of metaphysics either directly concern ordinary objects or are best illustrated by examples involving ordinary objects. Issues that directly concern ordinary objects include constitution, coincidence, the ontological status of ordinary objects, and persistence. The central constitution questions are (1) What are ordinary objects made of (mereological simples, mereological complexes, matter, properties, matter and form)? and (2) Is an ordinary object identical to, or distinct from, that which constitutes it? The central coincidence question is Do ordinary objects coincide? This question can be made more specific by focusing on a particular type of coincidence (mereological, material, or spatio-temporal) and by asking what the purported coincident is (another ordinary object, an extraordinary object, some stuff). There are four standard ways of answering the question concerning the ontological status of ordinary objects: eliminativist (there are none), permissivist (there are ordinary objects, but there are a lot of other objects too), conventionalist (ordinary objects are conventional), and privileging (ordinary objects exist, no or few other objects do). Persistence concerns how an object exists over time. The standard answers are endurance (objects persist by being wholly located at different moments), perdurance (objects persist by being sums of instantaneous temporal parts), and exdurance (objects persist via standing in counterpart relations to other objects that exist at other times). Issues that are best illustrated by examples involving ordinary objects include mereology, properties, and vagueness. Mereology concerns the relation between part and whole. Mereological issues can be illustrated by focusing on exactly how an ordinary object is related to its parts. With regard to properties, focusing on the properties of ordinary objects sheds light on the nature of properties, as well as on that of objects. Vagueness arises when something—an ordinary object, an event, some stuff—has imprecise boundaries. There are three prominent accounts of vagueness: semantic (our words are vague), ontic (objects are vague), and epistemic (words and objects are precise; we’re just ignorant of the facts). Two final issues of importance in the philosophical study of ordinary objects are puzzles involving ordinary objects and metaontology, both of which are discussed in this article.</p