Social Networkings Negative Effect on Society - 1042 Words

Henry Yelkin Social Networking’s Negative Effect on the Young of Today Social networking sites such as Twitter, Tumblr, and Instagram are changing the youth’s focus from productive activities, to the indulgence of their adolescent egos. Many teenagers growing up today have chosen to pursue accomplishments that hold no meaning, such as getting 100 likes on their photos. What is worse is that the youth subconsciously know that having this-many followers or that-many likes will get them nowhere yet they still devote so much of their time to social networking sites. These social networking sites take a psychological toll, as well as a toll on their social lives. It also leaves people prone to other dangers such as cyber bullying. Social†¦show more content†¦Megan, believing she had been rejected by â€Å"Josh,† committed suicide in her home.†Times Topics, Megan Meier. (2011). The sad part was that Josh was just a fictional character, created by a mother of one of Megan’s former friends.† (Network Conferece). More ha rm than good has come out of these social networking sites and something should be done to solve these problems. There are a couple of ideas that I have personally thought about to solve the problems brought upon by these social networking sites, some more drastic than others. The most drastic, and probably most effective solution is the immediate shutdown of Twitter and Tumblr. Instagram is harmless because it is just people sharing photographs and Facebook will have an age restriction where the person has to be at least 16 years of age, perhaps some sort of identification would need to be entered, such as a permit ID number or a social security number. Twitter and Tumblr are the more harmful ones because their primary focus is feeding the egos and narcissistic tendencies of kids. A second possible solution does not involve any type of shutdown, but rather an age restriction barring younger teens from gaining access to these websites. No thirteen year old girl should be exposed to pictures of boys with their shirts off and older girls in bathing suits asking everybody for likes.Show MoreRelatedAnnotated Bibliography1438 Words   |  6 Pagesâ€Å"The Negative Effect of Social Media on Society and Individuals | Chron.com. Small Business - Chron.com. Retrieved March 15 2013 lt;http://smallbusiness.chron.com/negative-effect-social-media-society-individuals-27617.htmlgt;. This is an article which talks about how the social networking system, although looks really great is in the same way has a negative effect in the society. False sense of communication is one of the many problems social networking faces. Social mediaRead MoreSocial Network and Its Effect on Poor Students Academic Performance1051 Words   |  5 PagesSOCIAL NETWORK AND ITS EFFECT ON POOR STUDENTS ACADEMIC PERFORMANCE Facebook, Twitter, and Instagram are the example famous social network that becomes the best choice among the students, especially university students. Social network can defines as site of grouping of individuals into specific groups, like small rural communities or a neighbourhood subdivision. Nowadays, the social network is a necessary communication tool that has emerged in the field of information and communication technologyRead MoreSocial Networking and Effects on Society1326 Words   |  6 PagesSocial Networking and Effects on Society Wouldn’t you say that online social networking has changed the way society interacts with friends, family and perfect strangers. When someone exposes themselves to these sites, they open the door to allow these people into their lives. Some of them you would have passed on the street and not even thought of befriending. These people you have chosen to interact with, whether they are in your city, another state, another country or just someone you met onlineRead MoreThe Positive Effect of Social Media Essay724 Words   |  3 PagesPositive Effect of Social Media Since the birth of social media people have argued whether it has a positive or negative effect on society. Social media outlets like Facebook, Twitter, and Instagram give people a chance to stay connected. Although, with the power of social media comes the possibility of cyber bullying. While there are some negatives associated with social media, the positives in communication all around, has made the world stronger and a better place to live in. Social networkingRead MoreNegative Effects Of Social Media Essay1209 Words   |  5 PagesStatistics show that teens spend nearly 9 hours a day on social media websites, which is more than one-third of their day (Tsukayama). Social media, among teenagers and young adults, is quite popular. It is used on many different platforms and in so many ways which allows high schoolers to be constantly attached. Over the past decade, with the emergence of social media, the amount of time these websites consume from individuals has become greater and greater. Parents who have grown up in a differentRead MoreSocial Networking Has Caused More Harm Than Good to People923 Words   |  4 Pagesthe motion that social networking has done more harm than good to Nigerian youths. Social networking has become a major part of society. Even big businesses and celebrities are jumping on the social networking bandwagon. Many people wake up each day and check social websites first thing in the morning instead of reaching for a newspaper. According to Mashable.com, as of June 2010, American Internet users spend more than 22 percent of their online time using a social networking site. Since peopleRead MoreEffects Of Social Media Essay946 Words   |  4 PagesHow does social networking affect teens? Social Networking is â€Å" the use of dedicated websites and applications to interact with other or to find people with similar interests†. Social networking consists of various social media websites such as Instagram, Facebook, Twitter, etc. These social media applications have become increasingly popular amongst teens. The web’s social network has grown to be one of the largest and most influential outlet on the internet. Social media have both a positiveRead MoreThe Effects of Facebook to Study Habits1734 Words   |  7 PagesCatholic College High School Department S.Y. 2011 - 2012 THE EFFECTS OF SOCIAL NETWORKING TO THE STUDY HABITS OF 4TH YEAR HIGH SCHOOL STUDENTS A Thesis Presented To: Mrs. Ma. Teresa C. Radovan In Partial Fulfillment Of The Requirements In English IV Submitted by: Juan Paulo Concepcion Renz Daniel Tenedero Jeffrey Sanchez John Lemuel Lastimado Jeoffrey Asuncion March 2011 CHAPTER I THE PROBLEM INTRODUCTION As many as you know, social networks have been famous since 2001 with Friendster,Read MorePro And Cons Of Social Media1168 Words   |  5 PagesSocial Networking, More Like Social NOTworking Picture this, you just got the greatest haircut of your life. Feeling good, you take a selfie and post it on Instagram with the caption, â€Å"Feelin’ good.† A few hours later, you get a notification that someone commented on your picture. That comment reads, â€Å"You’re feeling good about THAT haircut? LOL!† You were just a victim of cyberbullying. Cyberbullying is one of the many negative effects of social networking and social media on teens, and could createRead MoreThe Issue Proposal : Social Media1229 Words   |  5 PagesIssue Proposal: Social Media Technology has taken over our world. Electronics devices such as iPads, computers, Surfaces, and Smartphones make it easy for everyone to stay connected to social media. Technology is defined as â€Å"the application of scientific knowledge for practical purposes, especially in industry† Online Etymology Dictionary). Social media is defined â€Å"as websites and applications that enable users to create and share content or to participate in social networking† industry (Online Etymology

Gender Equality A Fundamental Principle Of International...

Gender equality is a basic human right. Yet millions of women around the world continue to experience discrimination. Some laws prohibit women to access housing, land, and property. â€Å"Economic and social discrimination results in fewer and poorer life choices for women, rendering them vulnerable to trafficking† (Women’s Human Rights and Gender Equality). 30% of women globally is affected by gender-based violence. Gender equality is achieved when women and men enjoy the same rights and opportunities across all sectors of society, including economic participation and decision-making, and when the different behaviours, aspirations and needs of women and men are equally valued and favoured. The principle of equality of women and men and the corresponding prohibition of discrimination is a fundamental principle of international human rights law. Globally, 1 in 3 women will experience gender-based violence in her lifetime. It took decades of advocacy for gendered diversities to become effectively acknowledged as relevant to the international human rights system. In this process, the recognition that â€Å"women’s rights are human rights† played a central role. It is highly upsetting that we still need to fight to increase women’s access to and control over decision-making, land, technology, credit, livelihoods and other means of production and social protection. We fight for women’s political and economic empowerment. We need to help support women in taking on leadership roles andShow MoreRelatedHuman Rights Influence Administrative Law913 Words   |  4 PagesHuman rights influence administrative law in number of different ways: First, administrators by a mere submission to the existing administrative law principles can protect and promote human rights. Government administrators are expected to set exemplary roles in the protection of human rights. By doing their job responsibly, administrators’ can influence Australia in advancing its human rights record. Non fulfilment of the administrator to adhere with administrative law principle is as good as repudiatingRead MoreDefinition of Human Rights Across the Globe1601 Words   |  7 PagesHuman rights is implicated as a worldwide significant right obtained by which an individual is genetically categorized as a human being. Thus, human rights are comprehended as a national and international right, claiming that each anthropomorphous being is considered an equal including equality for gender, race, and religion. These rights may be obtained by natural or legal authority, depending on territory, religion, national and international laws according to court s assuring that they are constructedRead MorePublic Opinion on Gender Issues: Human Rights, American Civil Rights, and Feminist Movements1328 Words   |  5 PagesOpinion on Gender Issues: Human Rights, American Civil Rights, and Feminist Movements The development of social movements in the course of human history has led to unprecedented changes that challenged the not only the status quo, but most importantly, the worldviews of societies as well. Social movements have sprung to create a new world order that defined human societies as they exist today. It is not surprising, then, that social movements like the Human Rights, American Civil Rights, and FeministRead MoreHuman Rights And The Rights1361 Words   |  6 PagesHuman rights are rights that claim that all human beings no matter what gender, race, religion language and etc., are all equally entitled to our human rights. They are the basic rights and freedoms to which all human beings are entitled to such as civil and political rights, the right to life and liberty, freedom of thought and speech/expression, equality before the law, social, cultural and economic rights, the right to food, the right to work, and the right to education. .All have the right toRead MoreThe National Legal Services Authority Essay1930 Words   |  8 PagesINTRODUCTION: On behalf of the transgender community, the national legal services authority filed a case for violation of their legal rights. Then the supreme court of India passed a judgment regarding transgender community for the legal declaration of their legal rights. They pray that non-recognition of their gender identity violates article 14 and article 21of the constitution of India. CASE FACTS: This case is mainly concerned with transgender community and their issues. The national legal servicesRead MoreJohn Rawls’ A Theory of Justice Essay964 Words   |  4 Pagesmutually disinterested individual in the Original Position and given the task of establishing societal rules to maximise their own happiness throughout life, is liable to choose as their principles of justice a) guaranteed fundamental liberties and b) the nullification of social and economic disparities by universal equality of opportunities, which are to be of greatest benefit to the least advantaged members of society , . Rawls’ system of societal creation has both strengths and weaknesses, but is ultimatelyRead MoreTransgender As A Social Problem Essay3514 Words   |  15 Pages TRANSGENDER IN SPORTS The existence of those human beings who do not confirm to their gender has been documented throught human history .The term transgender is deeply rooted in Indian history, it has been an umbrella term. The problems that transgender are facing are more of a psychological rather than a social problem. They are still not accepted and recognized in the society. Transgender is a term for those people who do not fall either under male categoryRead MoreIntroduction:. The Direct Journey Towards The Convention1552 Words   |  7 PagesCouncil to invite the Commission on the Status of Women to prepare a draft declaration that would combine in a single international instrument standard on elimination of discrimination against women and articulate the equal rights of men and women. The Resolution aimed to implement relevant provisions and principles of the universal human rights which provide for the ‘equal of rights of all persons regardless of their sex†¦.’ It acknowled ges the ever increasing important roles women continue to playRead MoreTHE PLACE OF NATURAL LAW IN KENYAS JURISPRUDENCE1524 Words   |  7 Pagespropounds that true law is right reason in agreement with nature. It denies that the conditions of legal validity of laws are purely a matter of social fact. Natural law is based on the principle that although man exists in nature, he has his own nature. The nature of man is to procreate, protect his family and preserve his life. Natural law is the law which helps man to achieve these objectives. In general, the natural law theory seeks universality and commonality in human laws, institutions and valuesRead MoreThe role of women in contemporary Turkey is defined by an ongoing gender equality struggle. Many1200 Words   |  5 Pagescontemporary Turkey is defined by an ongoing gender equality struggle. Many women are killed because of the â€Å"Honor crimes†. Women cannot have an abortion easily. Also, they cannot go out alone or liv e alone either. There are too many situations that women face in Turkey. Also women have rights to bodily integrity and autonomy, vote, work with fair wages or equal pay, own property, education and have marital and parental rights. Even most of their rights are protected by legal framework, still women

CELTA Assignment Southern Cross Teacher Training Free Essays

Southern Cross Teacher Training Cambridge University CELTA Skills Assignment |Name |Submission date |Word count | | | | | |Signature to confirm the assignment is your own work | | | These are the criteria by which this assignment is assessed. Before submitting the assignment, double check to make sure you have specifically addressed each area of assessment sufficiently. |Criteria |Trainer Comments | |Correctly use terminology that relates to language | | |skills and sub-skills, e. We will write a custom essay sample on CELTA Assignment: Southern Cross Teacher Training or any similar topic only for you Order Now g. make sure a task you | | |design and name as skim reading is indeed a skim | | |reading task. | | |Relate task design to language skills development, | | |e. . make sure you provide a rationale for each task| | |(e. g. why is the initial task a reading for gist? ). | | |Find, select, and reference information learnt about| | |skills development from one or more sources. | |Use written language that is clear, accurate and | | |appropriate to the task. | | | | | | | | | |Pass 1st submission | Resubmission required | | | |Fail | | | | | | | | | | | | Skills Related Tasks Section 1: Justification of text The text that I have chosen, a critical review of ‘Harry Potter and the Deathly Hallows: Part 2’, has the potential to be hugely engaging and I could create a very interesting and enjoyable lesson based from it. The film itself is very dramatic and universal to all audiences, and the text depicts this clearly. This allows learners to read the language on offer and use the video trailer in the lead-in as contextual background. Using a film review format, a format that the learners will be familiar with, means that there will be greater focus on the reading skills of the learners, as they maybe put off by an unknown format, such as a legal document or medical journal. In addition the format of a film review is one that all learners would have seen before in a ‘real-world’ context and therefore understand the purpose and delivery of this text. As the film is recent and the whole series of films and books are a worldwide phenomenon, learners may appreciate the relevance and understanding of the basic plot and characters in the film. This maybe an advantage than teaching a previously unknown book or film as extra class time may be required to explain the synopsis and context to the learners. As a film review, the text is specifically designed to inform and entertain the general public about the film in question. This means learners will hopefully enjoy reading the text and will be interested to find out the opinion of a professional film critic, and perhaps compare that to their own opinions of the film. I will get the learners to use their own opinions of films by asking them to write a film review of their own. The learners can use the given text as a film review model so that they know what sort of lexis, register and structure to use for their productive task. This task will allow for free practice, however with a modeled example and also practice on forming critical opinions. Section 2 – A means of developing receptive skills and sub skills I will be trying to develop the learners’ reading skills. I will vary the activities so sometimes they maybe reading for certain facts, or reading in depth for a full and detailed understanding of the text. The first task I will give the learners will be a simple and straightforward ‘gist-task’ where learners have to confirm their predictions they made in the lead in task. Learners will be reading for specific information so may not read the full text in detail. This type of ‘gist-reading’ or reading for basic understanding will hopefully get the learners engaged in the text and get them understanding the context of the text. Reading for pre-defined material is another subskill that I could use this text to develop, as Harmer states in Practical English Language Teaching[1] how vital â€Å"extensive reading for the development of our student’s word recognition† is. He thinks that â€Å"students need to be involved in both intensive and extensive reading† and hence the reason why the gist task I have chosen focuses on extensive reading and the detailed task does so on intensive reading. I would ask learners to read again and set some basic comprehension questions, perhaps in a true/false format or multiple-choice format. They will then have the opportunity to confirm this by pair comparison and open class feedback, accompanied by delayed error feedback. Using both types of reading techniques helps to improve both types of reading skills, which is something that learners will need for practically using English outside of the classroom. For a lead-in to this text I would initially show the class the trailer of the film. This will give a good engaging context to the lesson and all learners, irrespective of those who have seen the film, are on a the same level of pre-existing contextual knowledge. This means a greater focus on reading skills and language can occur, rather learners being confused about the plot and characters. I could perhaps use the trailer to elicit predictions form the learners about what happens in the film. I would then go on to elicit predictions about the success of the film and whether it was it would get a positive or negative review. Learners will then be thinking about their own opinions of the film and would find an authentic film review very useful to compare their own ideas. This would then lead straight into me handing out the text and asking learners to complete the gist task. This lead-in should aim to get learners thinking about Harry Potter and then subsequently on the topic of film reviews and critical opinions. As this document is a published in an international newspaper there are a few words that will need clarification for intermediate learners. I plan on highlighting five previously unseen words that are crucial for understanding of the text and not possible for their meaning to be deducted from the context. Only after the gist task will I go to elicit the meanings from these words, perhaps using antonyms, connotations or example sentences, as most of the complex lexis in the text are adjectives. Using these type of methods to clarify meaning I will hopefully be able to increase the knowledge of the learners while giving the learners a higher level of detail in their comprehension. For example I would have to clarify the meaning of ‘grim’. In order to do this I explain it was the antonym of happy/cheery, it is usually meant to describe desperate/bleak situations, and show an example sentence such as â€Å"it was a grim situation when the engine stopped†. If the learners were having further problems with the lexis other than the five specific words, I would write some synonyms on the board. This will allow learners to be able to understand the entirety of the text as well as expand their vocabulary. The varied comprehension activities that focus on developing different types of reading skills are attached. The first task (Question 1) is the initial gist question, where the learners have to guess the probable title and subtitle of the text. This means the learners will have to read the content of the text quickly to find out what the theme and approximate content of the text. In addition I asked the learners to write the title in the same style as the text is written, therefore meaning the learners have to scan read quickly for what sort of the language the author is using. This is backed up by the familiarity of the type of text and the content, which gives learners a deeper contextual background. Even if the learners are unsuccessful in guessing the title and its form the pair work comparisons and controlled open class feedback will allow learners to be exposed to other learners ideas and language. Then I would move onto the detailed comprehension task. Once the learners have read the text once for the gist task they will have to go back and read it after reading the detailed questions (Question 2). The detailed comprehension questions results in learners having to read the text in depth. However the information in the questions are predefined information that directs the learner to the specific part of the text to read in detail. The learners should be able to complete this task individually but if there are any learners struggling I can pair them up with a stronger partner for the learner-to-learner feedback. After that is complete I will get the learners to mark their own answers by using the key. This is often one of the best way for learners to see their own errors and more importantly why the made the error that they did. After this I would bring the class together again in open class feedback and go through any of the harder questions and explain why the learners made the errors they did. Section 3 – Developing productive skills and sub-skills I am aiming to develop the writing skills, in particular the draft writing skills of the learners. The text I have chosen is a model of a film review, so I am going to ask the learners to write their own film review about a film they have seen recently. Therefore the learners know what type of language, register and lexis is needed to write a film review. The learners will need a good level of writing skills because, as Jim Scrivener in Learning Teaching[2] backs up, â€Å"many learners have a specific need to work on writing skills† and â€Å"writing involves a different kind of mental process, there is more time to think, to reflect, to prepare, to rehearse, to make mistakes and find alternative and better solutions†. After finishing the reading task I would get the learners to write down five different opinions they had about their chosen film. This preparation time would allow learners to formulate ideas and more importantly how to convey them, while also allowing them to collect their ideas together without being under pressure. From the step I would then set a time pressured situation where the learners have to come up with a draft version of their review. The benefit of this they will not focus on grammar and language but on the actual content. In addition the time pressure means the actual draft writing skills of the learners will improve, as under no time pressure the learners could write an accurate film review but not increase their skills. The next stage would be to give the learners an opportunity to self correct their work. In this step they would focus on grammar and language mistakes. If they can recognize their own errors without prompting then this is an improvement in their writing skills, as they would have to know the correct language to identify a mistake. This also makes them aware of the errors they are making themselves so in future they can get it right first time. Depending on the practicality of the classroom layout, I would either put the film reviews on the wall and have the learners read each other’s in a gallery type format or have another learner read their review. This means other learners have the opportunity to correct other learner’s work and the errors that were not spotted in the first self-correction will be made obvious to the learners. I would finally finish the class with some open class feedback and delayed error correction. Again this adds to the learners writing skills development, as it is obvious where the learners can improve How to cite CELTA Assignment: Southern Cross Teacher Training, Papers