This thesis is a reception study that examines potential reasons why the adolescent to college aged demographic of youth culture is embracing communicative and informational mobility. The project attests that the move to mobility is motivated by two major factors, the attraction of being an early adopter of technology and the way social behaviors are made attractive in mobile marketing. Chapter 1 explores the importance of these social behaviors, as they are very much intertwined and contribute to how youth acclimate into society. Chapter 2 demonstrates that creating social distinction and cultural capital is linked to being an early adopter of technology. The remaining portion of the document examines recent mobile advertisements and why youth would be attracted to the aesthetic and thematic elements contained in the advertisements. Chapter 3 examines how Blackberry utilizes the behavior of creating and expressing identity in their advertisements. Chapter 4 focuses on how Apple has worked to create a community centered around their brand. Finally, Chapter 5 looks at how Google/Android has highlighted the acquisition, sharing, and utilization of content through the phenomenon of applications. With this project, I hope to illustrate the rationale why youth would be attracted to communicative and informational mobility.

The purpose of this investigation is to study a given school situation with which the writer is familiar to determine as objectively as possible the various social attitudes present and their resultant behavior. To what extent these attitudes depend upon the home environment of the child is to be studied. The influence of the age-grade range in the development of various attitudes is to be considered, and the influence of the school environment as a factor in the process of attitude formation and social adjustment is to be determined.

The Relationships of Elementary School Student¡¦s Positive Thinking and Social Behaviors Abstract The purpose of this study was to explore the relationship between elementary student's positive thinking and social behaviors. Two hundreds and seventy-nine students were conveniently selected from 5 public elementary schools in Kaohsiung city. All participants completed the ¡§Positive Thinking and Social Skills Scale¡¨ in 2010. Descriptive statistics, t-test, ANOVA , pearson product-moment correlation and stepwise multiple regression analysis were conducted. In addition,4 students with the highest positive thinking score and the other 4 students with the highest social behavior were rescruited as the target students. Those students were interviewed while they accomplishing the survey. The main findings were as following¡J 1. There were significant differences on positive thinking between different graders. 2. There were gender significant differences on positive thinking total score. 3. There were significant differences on positive thinking and social behavior scores among different father education degrees children. 4. There were significant differences on positive thinking and social behaviors among social economic status fanilies children. 5. There were significant differences on positive thinking and social behaviors among father¡¦s practice styles children. 6. There were significant differences on positive thinking and interpersonal among mother¡¦s practice styles children. 7. "Gender" and " positive thinking" are significant predictors of social skills,which explained 49.6% of the variance . 8. Authoritative parenting practice of elementary children get a higher score in positive thinking and social behaviors. 9. Children with authoritarian or permissive father practice,who got lower scores in positive thinking and social behaviors. 10. Children with authoritarian mother practice,who got lower scores in positive thinking and social behaviors. According to those significantfinding, educational recommendation and suggestions provided toward teachers and researchers be discussed. Keywords¡Gpositive thinking¡Bsocial behaviors¡Belementary school students

The purpose of this study was to examine the relationship between bullying behaviors, as measured by the Personal Experiences Checklist (PECK), and resilience, as measured by the Social Emotional Assets and Resilience Scales (SEARS), as well as whether the prosocial behaviors of controling anger, solving problems, and cooperating with others during activities mitigated the effects of bullying behaviors. A relationship between bullying behaviors and resiliency in children has been shown in past research. The theoretical framework for this study was social learning theory. The foundation of social learning theory is that children learned behaviors by imitating the behaviors of others. A sample of 8- to 11-year-old students from local primary schools in Bermuda completed the PECK and the SEARS. Simple regression, multiple regression, and ANOVA were used to analytically examine the relationship between variables. The findings of this study built on existing research, which suggested that children who were more resilient and exhibited more prosocial behaviors, experienced less victimization through bullying. In this study, it was found that the more children were bullied, the less resilient they were. The results of this study have the potential for positive social change through being used for the development and implementation of appropriate social and emotional learning programs. The long-term results of such programs include the reduction of bullying behavior during childhood, adolescent, and adult years, with children having more control over their behaviors, reducing their involvement with the justice system both in their childhood and adult years.

No description available.

No description available.

Early social interactions are important to developing and maintaining positive social relationships in childhood. It is well understood that the social development is dependent on a number of developmental changes in both cognition and emotion. While most research has focused on cognitive and emotional models of social behaviors separately, a consideration for research investigating social behaviors is to examine cognitive processing and emotional processing concurrently. The current work focuses on the relationship between the executive processes involved in cognition and emotion regulation, and the influence on adaptive (social skills) and maladaptive (aggressive behavior) social behaviors. Specifically, the reformulated social behavioral model developed by Lemerise & Arsenio (2000) , as well as integrative model of social-cognitive-affective behavior (Beauchamp & Anderson, 2010) will guide this work and help specify the relationship between specific executive functions (working memory, inhibition, and cognitive flexibility), emotion regulation, and children’s social behaviors in middle childhood.

In a complex adaptive system, diverse agents perform various actions without adherence to a predefined structure. The achievement of collaborative actions will be the result of continual interactions among them that shape a dynamic network. Agents may form an ad hoc organization based on the dynamic network of interactions for the purpose of achieving a long-term objective, which we termed a Network Organization (NO). Fervent and agile communication on social networking sites provides opportunities for potential issues to trigger individuals into individual actions as well as the attraction and mobilization of like-minded individuals into an NO that is both physically and virtually emergent. Examples are the rapid pace of Arab Spring proliferation and the diffusion rate of the Occupy Movement. We are motivated by a spontaneously formed NO as well as the quality of plasticity that enables the organization to change rapidly to describe an NO. Thus, we present a paradigm that serves as a reference model for organizations of socially networked individuals. This paradigm suggests modular components that can be combined to form an ad hoc network organization of agents. We touch on how this model accounts for external change in an environment through internal adjustment. For the predominant influences of the network substrate in an NO, multiple effects of it have an impact on the NO behaviors and directions. We envisioned several dimensions of such effects to include synergy, social capital, externality, influence, etc. A special focus in this work is measuring synergy and social capital as two predominant network effects. Synergy is perceived as different modalities of compatibility among agents when performing a set of coherent and correspondingly different actions. When agents are under no structural obligation to contribute, synergy is quantified through multiple forms of serendipitous agent chosen benevolence among them. The approach is to measure four types of benevolence and the pursuant synergies stemming from agent interactions. Social capital is another effect of networking that describes the accumulation of positive values of social flow and perceived trust plus abundance of communication over the common topic of NO. We provide measurement of social capital based on an agents’ expected benevolence. We examine those two effects in two different case studies — one case of a virtual organization and another of a real world terrorist organization — that best illustrate the main tenets of our conceptualization.

The purpose of this study was to investigate the extent to which the use of social stories that integrate a child’s particular restricted and repetitive behaviors results in differential social outcomes compared to the use of social stories that do not integrate restricted and repetitive behaviors. A non-concurrent multiple baseline experimental design across participants was used to examine the effects of two Social Story interventions on the frequency of appropriate social behaviors made by participants in a school setting. Field notes were also completed during each day of data collection in order to document the social context, events, activities, moods and behaviors of participants associated with each data collection session. Field notes also included the researcher’s thoughts, observations, and reflections on these variables. Overall, the intervention that included participants’ restricted interests within the Social Story had the effect of increasing participants’ appropriate social behaviors in contrast to the intervention that did not employ restricted interests. This research substantiates the principle that the restricted interests of children with ASD should not be viewed as a form of deficiency that needs to be eliminated. Rather, restricted interests should be viewed as reinforcing agents that increase children’s motivation to pursue activities that involve social initiations and interactions with their peers.

Discusses the importance of social skills in young children, and the need for "naturalistic" procedures rather than teacher direction to intervene in social development of children with disabilities. Presents strategies for supporting social behaviors in preschoolers that foster social skills development in areas including large- and small-group activities, sociodramatic play, and instructional materials and toys. (HTH)