Risk and Benefits of Social Networking for youth generation

A social network is a social structure made up of a set of actors (such as individuals or organizations) and the dyadic ties between these actors (such as relationships, connections, or interactions). A social network perspective is employed to model the structure of a social group, how this structure influences other variables, or how structures change over time. The study of these structures uses methods in social network analysis to identify influential nodes, local and global structures, and network dynamics. Social networks are distinct from information, biological, or electrical networks, but theories and methods generalizing to all of these complex networks are studied in the field of network science.

Social networks and the analysis of them is an inherently interdisciplinary academic field which emerged from social psychology, sociology, statistics, and graph theory. Jacob Moreno is credited with developing the first sociograms in the 1930s to study interpersonal relationships as structures in which people were points and the relationships between them were drawn as connecting lines. These approaches were mathematically formalized in the 1950s and theories and methods of social networks became pervasive in the social and behavioral sciences by the 1980s.

Engaging in various forms of social media is a routine activity that research has shown to benefit children and adolescents by enhancing communication, social connection, and even technical skills.Social media sites such as Facebook and MySpace offer multiple daily opportunities for connecting with friends, classmates, and people with shared interests.Because of their limited capacity for self-regulation and susceptibility to peer pressure, children and adolescents are at some risk as they navigate and experiment with social media.Many parents today use technology incredibly well and feel comfortable and capable with the programs and online venues that their children and adolescents are using.

well, everything must be have bad and good effects. since social network impact all of us today, it must have a lot of effect to us all, the first we'll talk about the benefits.

A.Socialization and Communication
Social media sites allow teens to accomplish online many of the tasks that are important to them offline: staying connected with friends and family, making new friends, sharing pictures, and exchanging ideas. Social media participation also can offer adolescents deeper benefits that extend into their view of self, community, and the world, including:

1.opportunities for community engagement through raising money for charity and volunteering for local events, including political and philanthropic events;

2.enhancement of individual and collective creativity through development and sharing of artistic and musical endeavors;

3.growth of ideas from the creation of blogs, podcasts, videos, and gaming sites;

4.expansion of one's online connections through shared interests to include others from more diverse backgrounds (such communication is an important step for all adolescents and affords the opportunity for respect, tolerance, and increased discourse about personal and global issues); and

5.fostering of one's individual identity and unique social skills.

B.Enhanced Learning Opportunities
Middle and high school students are using social media to connect with one another on homework and group projects.

C.Accessing Health Information
Adolescents are finding that they can access online information about their health concerns easily and anonymously. Excellent health resources are increasingly available to youth on a variety of topics of interest to this population, such as sexually transmitted infections, stress reduction, and signs of depression.

Using social media becomes a risk to adolescents more often than most adults realize. Most risks fall into the following categories: peer-to-peer; inappropriate content; lack of understanding of online privacy issues; and outside influences of third-party advertising groups.

A.Cyberbullying and Online Harassment
Cyberbullying is deliberately using digital media to communicate false, embarrassing, or hostile information about another person. It is the most common online risk for all teens and is a peer-to-peer risk.

Although “online harassment” is often used interchangeably with the term “cyberbullying,” it is actually a different entity. Current data suggest that online harassment is not as common as offline harassment, and participation in social networking sites does not put most children at risk of online harassment.

B.Sexting
Sexting can be defined as “sending, receiving, or forwarding sexually explicit messages, photographs, or images via cell phone, computer, or other digital devices.” Many of these images become distributed rapidly via cell phones or the Internet. Many of these images become distributed rapidly via cell phones or the Internet. This phenomenon does occur among the teen population; a recent survey revealed that 20% of teens have sent or posted nude or seminude photographs or videos of themselves.

C.Facebook Depression
Researchers have proposed a new phenomenon called “Facebook depression,” defined as depression that develops when preteens and teens spend a great deal of time on social media sites, such as Facebook, and then begin to exhibit classic symptoms of depression.22,–,27 Acceptance by and contact with peers is an important element of adolescent life. The intensity of the online world is thought to be a factor that may trigger depression in some adolescents.


Source :

• http://pediatrics.aappublications.org/content/127/4/800.full




• http://news.oneindia.in/2011/08/07/rajasthan-govt-to-launch-facebook-like-educational-site.html




• http://www.businessweek.com/lifestyle/content/healthday/651251.html




• http://en.wikipedia.org/wiki/Social_media




• http://en.wikipedia.org/wiki/Social_network




• http://www.bizfuel.biz/wp-content/uploads/social-media-business.jpg
  
  
  

  
  
  

  
  

TEORI BAHASA IKLAN

Manusia dan bahasa adalah dua hal yang tidak dapat dipisahkan satu dengan yang lain. Manusia sebagai mahkluk sosial tidak dapat hidup sendiri tanpa ada manusia lain. Dalam hidupnya, manusia selalu membutuhkan manusia lain. Oleh sebab itu, manusia membutuhkan bahasa untuk menjalin komunikasi dengan manusia lain sehingga terpenuhilah kewajiban moral manusia sebagai mahkluk sosial. Dalam hal ini, bahasa memainkan fungsinya sebagai alat komunikasi.
Kata iklan (advertising) berasal dari bahasa Yunani, yang artinya kurang lebih adalah ‘menggiring orang pada gagasan’. Adapun pengertian iklan seeara komprehensif adalah “semua bentuk aktivitas untuk menghadirkan dan mempromosikan ide, barang, atau jasa secara nonpersonal yang dibayar oleh sponsor tertentu…” Secara umum, iklan berwujud penyajian informasi nonpersonal tentang suatu produk, merek, perusahaan, atau toko yang dijalankan dengan kompensasi biaya tertentu. Dengan demikian, iklan merupakan suatu proses komunikasi yang bertujuan untuk membujuk atau menggiring orang untuk mengambil tindakan yang menguntungkan bagi pihak pembuat iklan.
Pemanfaatan bahasa dalam iklan tentu saja disesuaikan dengan kebutuhan dan demi tercapainya maksud iklan itu sendiri. Secara khusus iklan di televisi lebih menekankan bahasa tutur dalam menyampaikan maksudnya kepada orang lain. Hal itu dapat diungkapkan oleh penutur dengan menggunakan kalimat imperatif, deklaratif, maupun introgatif. Semua tentu dengan satu tujuan yaitu tercapainya pesan.
Menurut Rot Zoill melalui Rendra Widyatama (2005:147) menjabarkan fungsi iklan dalam empat fungsi. Keempat fungsi tersebut akan dijabarkan sebagai berikut.
a. Fungsi Precipitation
Iklan berfungsi untuk mempercepat berubahnya suatu kondisi dari keadaan yang semula tidak dapat mengambil keputusan menjadi dapat mengambil keputusan. Sebagai contoh adalah meningkatkan permintaan, menciptakan kesadaran dan pengetahuan tentang sebuah produk.
b. Fungsi Persuasion
Iklan berfungsi untuk membangkitkan khalayak sesuai pesan yang diiklankan. Hal ini meliputi daya tarik emosi, menyampaikan informasi tentang ciri suatu produk, dan membujuk konsumen untuk membeli.
c. Fungsi Reinforcement (meneguhkan sikap)
Iklan mampu meneguhkan keputusan yang telah diambil oleh khalayak.
d. Fungsi Reminder

DESSUGGESTOPEDIA

The goals of teachers who use the suggestopedia is students learn to use a foreign language for everyday communication.
The teacher is the authority in the classroom so students must trust and respect to the teacher.
Native language translation is used to make the meaning of the dialog clear.
If the student make an errors, teacher corrected using a soft voice.

If you find The Suggestopedia's principles meaningful, you may want to try some of the following techniques or to alter your classroom environment. Even if they do not all appeal to you, there may be some elements you could usefully adapt to your own teaching style.
• Classroom set-up
The challenge for the teacher is to create a classroom environment which is bright and cheerful. This was accomplished in the classroom we visited where the walls were decorated with scenes from a country where the target language is spoken. These conditions are not always possible. However, the teacher should try to provide as positive an environment as possible.
• Peripheral learning
This technique is based upon the idea that we perceive much more in our environment than that to which we consciously attend. It is claimed that, by putting posters containing grammatical information about the target language on the classroom walls, students will absorb the necessary facts effortlessly. The teacher may or may not call attention to the posters. They are changed from time to time to provide grammatical information that is appropriate to what the students are studying.
• Positive suggestion
It is the teacher’s responsibility to orchestrate the suggestive factors in a learning situation, thereby helping students break down the barriers to learning that they bring with them. Teachers can do this through direct and indirect means. Direct suggestion appeals to the students consciousness : a teacher tells students they are going to be successful. But indirect suggestion, which appeals to the students subconscious, is actually the more powerful of the two. For example, indirect suggestion was accomplished in the class we visited through the choice of a dialog entitled, ‘To want to is to be able to.’
• Choose a new identity
The students choose a target language name and a new occupation. As the course continues, the students have an opportunity to develop a whole biography about their fictional selves. For instance, later on they may be asked to talk or write about their fictional hometown, childhood, and family.
• Role play
Students are asked to pretend temporarily that they are someone else and to perform in the target language as if they were that person. They are often asked to create their own lines relevant to the situation. In the lesson we observed, the students were asked to pretend that they were someone else and to introduce themselves as that person.
• First concert (active concert)
The two concerts are components of the receptive phase of the lesson. After the teacher has introduced the story as related in the dialog and has called students attention to some particular grammatical points that arise in it, she reads the dialog in the target language. The students have copies of the dialog in the target language and their native language and refer to it as the teacher is reading. Music is played. After a few minutes, the teacher begins a slow, dramatic readings, synchronized in intonation with the music. The music is classical; the early Romantic period is suggested. The teacher’s voice rises and falls with the music.
• Second concert (passive concert)
In the second phase, the students are asked to put their scripts aside. They simply listen as the teacher reads the dialog at a normal rate of speed. The teacher is seated and reads with musical accompaniment. The content governs the way the teacher reads the script, not the music, which is pre-Classical or Baroque. At the conclusion of this concert, theclass ends for the day.
• Primary activation
This technique and the one that follows are components of the active phase of the lesson. The students playfully reread the target language dialog out loud, as individuals or in groups. In the lesson we observed , three groups of students read parts of the dialog in a particular manner: the first group, sadly; the next, angrily; the last, cheerfully.
• Creative adaptation
The students engage in various activities designed to help them learn the new material and use it spontaneously. Activities particularly recommended for this phase include singing, dancing, dramatizations, and games. The important thing is that the activities are varied and do not allow the students to focus on the form of the linguistic message, just the communicative intent

AUDIO-LINGUAL METHOD AND THE SILENT WAY

This method is based on the principles of behavior psychology. The audio-lingual method drills students in use of grammatical sentence patterns. The principles of this method are:
1. language forms do not occur by themselves; they occur most naturally within a contex.
2. language learning is a process of habit formation. the more often something is repeated, the stronger the habit and the greater the learning.
The goals of teachers who use the Audio-Lingual Method is students to be able to use the target language communicatively.
In the Silent Way the goals of teachers who this method is students should be able to use the language for self-expression(to express their thought, perception, and feelings).
Although people did learn languages through the Audio-lingual method, one problem with it was students inability to readily transfer the habits they had mastered in the classroom to communicative use outside it. In order to do this, they need to develop independence from the teacher, to develop their own inner criteria for correctness. Students become independent by relying on themselves. The teacher, therefore, should give them only what they absolutely need to promote their learning. This situation is different with audio-lingual method where in the audio-lingual method the teacher has a role as a model for students.The learning process of the silent way is students begin their study of the language through its basic building blocks, its sounds. These are introduced through a language-specific sound-color chart. Relying on what sounds students already know from their knowledge of their native language, teachers lead their students to associate the sounds of the target language with particular colors. Later, these same colors are used to help students learn the spellings that correspond to the sounds and how to read and pronounce words properly.

THE DIRECT METHOD

Direct Method

Introduction
In this method have basic rule is no translation is allowed. If in the grammar-translation method focusing on reading and grammar, but in the direct method student must be to use the target language communicatively.

The principles of Direct Method are:
1. students learn how to communicate in the target language.
2. teacher and student are more like partners in the teching/learning process.
3. teacher introdeuces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime.
4. vocabulary is emphasized over grammar.
5. the student's native language should not be used in the classroom.
6. the teacher, employing various techniques, tries to get students to self-correct whenever possible.

Conclusion
The main principle in this method is language is primarily speech.
In teaching, teacher demonstrate, then student listening and imitating. in direct method, there is no translation allowed.

THE GRAMMAR-TRANSLATION METHOD

Introduction
The Grammar-Translation Method was called the Classical Method since it was first used in the teaching of the classical language, Latin and Greek ( Chastain 1988 ). This method was used for the purpose of helping students read and appreciate foreign language literature.



Reviewing the Techniques:

1. Translation of a literary passage
Students translate a reading passage from the target language into their native language. The translation may be written or spoken or both. Students should not translate idioms and the like literally, but rather in a way that shows that they understand their meaning.

2. Reading comprehension questions
Students answer questions in target language based on their understanding of the reading passage.The third group of questions requires students to relate the passage to their own experience.

3. Antonyms/synonyms
Students are given one set of words and are asked to find antonyms in the reading passage.A similar exercise could be done by asking students to find synonyms for particular set of words.

4. Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. This techniques only be useful in language that share cognates.

5. Deductive application of rule
In deductive, from patterns of language to examples.

6. Fill-in-the-blanks
They fill in the blanks with new vocabulary items or with items of a particular grammar type.

7. Memorization
Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them.

8. Use words in sentences
Students make up sentences in which they use the new words.

9. Composition
The teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson.


Conclusion
The Grammar-Translation Method is classical Method that used 'Native Language' when learning with this method, besides that in this method use deductive method, teacher teaches the students from patterns of sentences to give example. Vocabulary and grammar are emphasized. The purpose of Grammar-Translation method is to help students read and understand foreign language literature.

Apa ular pertama yg cocok untukmu?

Kamu ingin memelihara ular. Bagaimana kamu memastikan memilih yang benar?
ini Tipsnya

Sebelum memilih jenis ular, sebaiknya kita memerhatikan bebarapa hal berikut:.

1) Berapa besar tempat yang anda siapkan untuk saat ini dan nanti saat ular dewasa? Penting untuk mengetaui jenis ular yg akan dipelihara dan memperhatikan tempat yang dapat disediakan.

2) Berapa besar biaya yang diperlukan untuk member makan dan perawatan ular setiap bulannya? Bila mempunyai budget yang terbatas, tidak dianjurkan memelihara ular yang besar dan mahal. (nanti ga bisa beli beras)

3) Apa tingkat (level) kemampuanmu dalam menangani ular? Tingkat/level bisa berdasarkan dari pengamatan atau analisa seseorang setelah berinteraksi dengan beberapa spesies ular yang diketahui. Yang paling tahu tingkat kemampuan anda menangani ular adalah anda sendiri.

4) pertanyaan paling penting. Apakah kamu akan menekuni hobby ini untuk jangka panjang? Rata² ular hidup 15 tahun. Apakah kamu akan menekuni hobbi ini selama itu?



Ok setelah anda mengerti beberapa hal yang saya sampaikan diatas semoga anda sudah mempunyai jawabannya, saya akan mencoba memberi beberapa masukan untuk anda..

Memilih ular seperti memilih pacar, pertama anda harus tertarik dengan pasangan anda. Ga ada untungnya kalau pacaran tapi tidak didasari oleh rasa suka. Kembali ke Ular, anda harus memilih ular yang menarik minat anda dan kemudian cari tahu bagaimana perawatan dan diskusikan dengan orang² yang sudah lebih berpengalaman dalam memelihara ular, jika anda dapat memenuhi kebutuhannya mungkin saja anda baru menemukan ular yang akan anda pelihara.

Beberapa jenis mempunyai reputasi yang dibawa karena perilakunya, seperti ular temannya setan, python molurus paling jinak, menurut saya reputasi tersebut jgn mudah dipercaya, karena tidak sepenuhnya benar. Jenis ular yang kalem kadang juga bersifat aggressive dan sebaliknya. Itu satu lagi alasan kenapa harus berhati² dalam memilih ular pertama mu.



Yang harus diperhatikan saat membeli ular.

1) Pastikan ular tersebut aktif terjaga.

2) Pastikan ular mau makan.

3) Pastikan ular tidak terlihat dihinggapi parasit, seperti kutu dll..

4) Jika tersedia, pilih yang *CB dari pada yang **WC.

5) Kulit biasanya halus dan tidak kasar atau luka. Badan ular tidak kurus kering tapi biasanya padat berisi.

6) Mata harus jernih dan tidak berbayang, perhatikan bila ular mau berganti kulit.

7) Mulut ular harus selalu tertutup rapat dan hanya tempat keluarnya lidah yg terbuka sedikit. Dan lidah tampak bersih dari penyakit atau tindikkan.

Nafas ular tidak berbunyi and tdk ada gejala sakit (Walaupun jenis ular yang besar kadang nafasnya berbunyi saat dihandle karena memaksa mengeluarkan udara dari pernafasannya). Ada juga sebagian ular yang mendesis saat mau dihandle ketika ular itu mau ganti kulit, sebaiknya pilih ular ketika selesai ganti kulit.

9) Pindahkan ular ke tempat yang lebih datar permukaannya, bila ada keanehan saat ular berjalan berarti ada yang salah.

10) Apakah kandangnya bersih dan terpelihara?.


Selamat memelihara ular..




*CB : Captive Breed, diternakan di dalam peternakan biasanya hewan yang berasal dari peternakan tidak terlalu agresif, bersih dan bebas parasit

**WC : Wild Cought, tangkapan liar.. biasanya hewan yg berasal dari alam liar dan di jadikan piaraan akan banyak parasit, penyakit, mudah stress dan sangat agresif