SCS100 Southern New Performing Dangers and Effects of cyberbullying Paper The instruction is in the rubric. the lecture file is also attached you have to a

SCS100 Southern New Performing Dangers and Effects of cyberbullying Paper The instruction is in the rubric. the lecture file is also attached you have to answer them from the lecture notes Theme: Performing the Research Investigation | Learning Block 3-1: Starting
the Research Investigation
In this learning block, you will be introduced to Mark, who is the subject of a theme-long
case study. Throughout the theme, your work researching your social science issue will
shadow the work that Mark does. In this first learning block, you will learn about Mark’s
social science issue (social media and its influence on happiness), his personal interest
in the issue, and his thought process as he begins researching.
In this first learning block, you will develop a list of keywords based on your social
science issue and use those keywords to gather background information on your issue.
Objective

Use keywords to collect resources and background information about the social
science issue.
Theme: Performing the Research Investigation | Learning Block 3-1 | Page 1
of 4
On this page, you will learn some tactics for performing searches online and identify
tools that can be used to gather background information on a social science issue. You
will also learn strategies for developing lists of useful keywords that can be used to
gather relevant research.
Keywords and Search Tactics
With so many resources at your disposal, you might feel overwhelmed as you start to
search for information about your chosen topic. One of the first steps in your
investigation will be to plug keywords* into an Internet search engine. Keyword
searching is one of many strategies you can use to ensure that you are not wasting your
time wading through resources that you cannot use in your analysis.
Click on the tabs below to learn more about keyword searching and other common
methods of searching. The information below is adapted and condensed from this guide
from the Shapiro Library.
Theme: Performing the Research Investigation | Learning Block 3-1 | Page 2
of 4
On the previous page, you learned how to get started researching a social science
issue. Now meet Mark, a social scientist and a professor of media studies at a state
university, who is conducting a research investigation of his own.
Mark’s Social Media Study
Before you conduct your own keyword search, watch the following video about Mark, a
social scientist who has become concerned by the amount of time his daughter spends
on social media. In particular, he is worried about how her online behavior affects her
mood and emotional state. These concerns lead Mark to pursue further research on this
topic.
Theme: Performing the Research Investigation | Learning Block 3-1 | Page 3
of 4
On this page, Mark continues his investigation by performing a keyword search. You will
also perform your own broad search on your social science topic.
Mark’s Investigation
As detailed in the video on the previous page, Mark has become concerned over his
daughter Julia’s strange social media habits and growing anxiety. His focus is now on
investigating the relationship between social media and happiness.
He writes down a few questions that he and his wife have asked each other on the topic
and then starts typing keywords* into Google.
1. Can social media cause anxiety? If so, how and why?
2. What effect do “likes” have on a person’s sense of self-worth?
3. What is “normal” social media behavior for teens? How much preoccupation with social
media is too much?






social media and happiness
social media and mental health
social media and anxiety
likes and self worth
normal social media behavior
social media and teens
The results overwhelm him. Article after article appears, each summarizing scholarly
findings and relating anecdotes of teen social media users. Many of his keywords bring
him to the same data.
In an effort not to “fall down the rabbit hole” of the Internet, Mark resolves to click on
only the most relevant links that are returned by his search terms. Because so many
links are generated by his search, he collects only two for each set of keywords.
Exercise: Short Answer
Now let’s get started with your broad search! For these exercises, you will work with the
social science issue that you selected in Theme: Exploring Social Science Issues. The
complete list of sample issues can be found in Learning Block 2-2. If you have not
chosen an issue, return to that page and do so now.
In Theme: Exploring Social Science Issues, you created a list of questions that you
wrote down about your social science issue. These questions are shown in the yellow
box below:
Here is the list of questions you wrote about your social science issue in
Theme: Exploring Social Science Issues, Learning Block 2-3. Please note that
you have already submitted your response to this prompt to your instructor.
Any edits you make now will not influence your grade.
Week 2 Question 4
Adopt the social science perspective to create a list of questions about this issue. Write
at least two questions each from the point of view of a psychologist, a sociologist, and
an anthropologist.
Your response
Edit
Race and ethnicity issues are among the most prevalent in contemporary society. Some
of the questions on the issues in a psychologist, sociologist, and anthropologist’s
perspective include;
Psychologist:
1. How does racism affect the mental statuses of individuals, more so the victims?
2. Is it possible to mitigate the mental disorders associated with racism without solving the
real risk factors of racism?
Sociologist:
1. How does racism affect the interaction between individuals
2. What are some of the practices that can help improve interracial interactions and
tolerance?
Anthropologist:
1. What are some of the historical causes of racism and associated discrimination?
2. Which current practices reflect past racial practices, and how can these practices be
corrected?
Use this list of questions to pinpoint 3-5 keywords or groups of keywords related to your
topic (like Mark’s list above) that you can use to jumpstart your research investigation.
Type these keywords in the blue textboxes below. Be sure to respond to each question
in 2-3 complete sentences. When you are finished, click “Submit.” These responses
will be graded. After submitting, you can edit your response by clicking “Edit.”
Week 3 Question 1
In the textbox provided, brainstorm a list of keywords related to your topic.
Saved
Submit
Week 3 Question 2
Now type those keywords into an Internet search engine, such as Google. Spend some
time looking through the results. In the textbox below, jot down the titles and hyperlinks
of a few of the most interesting articles and websites that come up in your search. Write
down at least one article and the corresponding hyperlink for each keyword or group of
keywords.
Saved
Submit
Theme: Performing the Research Investigation | Learning Block 3-1 | Page 4
of 4
On this page, you will see how a keyword search can uncover resources that can be
used in a research investigation. You will then practice using keywords.
Using Keywords
Mark’s keyword search produced a sizable list of resources that he could use to
research the topic of social media and happiness. He spends some time reading
these in more depth. Click on the keywords below to see some of the resources that
Mark gathered from his search.
SAMPLE KEYWORDS:






social media and happiness
social media and mental health
social media and anxiety
likes and self worth
normal social media behavior
social media and teens
After reading many of the articles and websites his search uncovered, Mark notices that
the way that people use social media can influence their happiness. He re-visits his
original list of questions surrounding the topic and jots down some things he wishes to
continue researching:






the patterns in posting behavior among groups of connections
the total amount of time spent on social media
the time of day that a person is on social media
the number of times that a person checks social media
the intention a person has while surfing the Internet (what they are looking for/at)
image crafting — the way a person crafts his or her “persona” online
Mark is now able to narrow his focus on this idea of how social media habits
influence an individual’s mental and emotional state.
Exercise: Short Answer
Skim the articles and websites that you have collected and noted on the previous page.
The goal of reviewing these resources is to give yourself some background information
on your social science issue. Then, complete the questions below.
Type your responses to the prompts in the blue textboxes below. Be sure to respond to
each question in 2-3 complete sentences. When you are finished, click “Submit.” These
responses will be graded. After submitting, you can edit your response by clicking
“Edit.”
Week 3 Question 3
What are you finding? What new information have you learned about this issue? What
new questions or thoughts do you have now that you have done some preliminary
research?
Saved
Submit
Week 3 Question 4
Can you narrow your focus at all? If so, what do you wish to focus on? If you have a few
options, what are they? (You don’t necessarily need to narrow your focus. Mark found
this helpful to do because his topic is very broad.)
Saved
Submit
Week 3 Question 5
Based on the broad search, refine the list of keywords that you created on the previous
page. List here any keywords or keyword combinations that returned results that are
relevant to your social science issue. Then, note which keywords or combinations you
will no longer use, as they returned off-topic or overly broad results.
Theme: Performing the Research Investigation | Learning Block 3-2:
Searching for Credible Sources
In the previous learning block, you learned how to search broadly for background
information on your social science issue. In this learning block, you and Mark will focus
your searches by looking through professional online repositories and websites to target
credible resources.
Using this new, focused strategy, you will collect a list of resources that contribute
meaningfully to your project. You will learn about many different tools for finding credible
sources, including the SNHU Shapiro Library. You will also learn key identifiers of a
credible, reliable source.
Objective

Search professional online repositories and websites to find credible resources
related to the social science investigation.
Theme: Performing the Research Investigation | Learning Block 3-2 | Page 1
of 4
On this page, you will review what qualities define a resource as credible or trustworthy.
In addition, you will consider some helpful tools for searching for credible resources.
Searching for Credible Sources
Many credible sources are academic sources* (also known as scholarly sources).
Academic sources are books, articles, periodicals, websites, and reference materials
that are written for the purpose of supporting and advancing scholarly research rather
than general interest in a topic. Academic sources address a narrow topic written by
experts in the field and aim to inform readers about the most up-to-date research and
news related to the topic.
An important factor in whether a source can be considered scholarly or not is the peer
review process. Usually, before a journal prints an article submitted by an expert in the
field, it will send the article to several other experts for review. In their review, the other
experts will help the original author by prompting the author to answer any questions the
author initially left unanswered, and they will question any data that seems too good to
be true or contrary to generally held expert opinion. The original author will then revise
with this criticism in mind. As a result, what gets published will have been read by
several experts.
Academic presses and other organizations also use the peer review process, so books
from academic presses can be scholarly as well. If you use peer-reviewed sources, you
can rest assured that some of the critique-work has been done for you. However, you
still need to use your own judgment to determine the credibility of sources.
The following graphic identifies some ways that you can tell whether a work is scholarly
or not:
Academic (scholarly) sources





Are non-fiction (they contain facts and research on a topic)
Usually list author credentials (Ph.D., M.D., Ed.S., J.D.)
Usually have footnotes or use citations to indicate what ideas should be attributed to
other authors and where the reader can find more information about the topic
Usually present new research or new ideas about older research
Usually printed by university presses or in scholarly journals
Non-academic (trade) sources





Can be fiction (not based on fact), non-fiction, or satire
Usually do not list author credentials; author experience may be emphasized
Usually have few or no footnotes or citations
Usually summarize research on a topic but don’t produce any new ideas
May or may not be printed by university presses or in scholarly journals
Locating Academic Sources
There are several digital libraries and organizations that you can use to help you locate
academic sources. Click on each of the icons in the graphic below to learn more about
each of these libraries and organizations.
American Anthropological Association
American Psychological Association
Social Science Research Council
JSTOR
Open Society Foundations
American Sociological Association
The Association for Psychological Science
United States Census Bureau
SNHU Shapiro Library
Google Scholar
Science Daily
Furthermore, there are many professional organizations related to your social
science issue. These are too numerous to mention. Most of the issues listed in Theme:
Exploring Social Science Issues have one or more professional organizations that
provide information, resources, or research on these topics. For example, if Mark were
to research regulation of the Internet, he might come across the Federal
Communications Bureau, or the FCC.
Finally, you may find some sources that are credible and may be appropriate to use in
your research but that are not technically academic, like articles you find in newspapers
or trade magazines. Such credible sources will have many of the characteristics that
were introduced above — they may be produced by a reliable source, current, nonfiction, and contain information to support claims made within the piece — however,
they may not be peer reviewed or published in a scholarly journal.
You’ll learn more about identifying and evaluating credible academic and non-academic
sources in the rest of this learning block and the next.
Exercise: Short Answer
Type your responses to the questions in the textboxes below. Be sure to respond to
each question in 2-3 complete sentences. When you are finished, click “Submit.” These
responses will be graded. After submitting, you can edit your response by clicking
“Edit.”
Week 3 Question 6
What professional organizations (other than social science organizations) might have
relevant information about your issue? For example, someone researching war might
utilize information provided by the United States Department of Defense.
Find 1-2 organizations, and note them here.
Saved
Theme: Performing the Research Investigation | Learning Block 3-2 | Page 3
of 4
Let’s check in with Mark. On this page, he explains his thought process and strategy as
he expands his search to include credible sources.
Mark Continues His Search
In the previous learning block, Mark narrowed his social science topic from social
media and happiness to the more specific topic of how social media habits affect
one’s mental and emotional health.
While he has already come up with an initial list of sources related to his topic, now he
must target his search so that he is only looking at credible sources.
Mark starts by typing “social media and mental health” into Google Scholar, and he is
overwhelmed by the results. Those keywords bring up over two million results! He
realizes he needs to be more specific with his search terms. Since he is mostly
interested in how social media habits affect teenagers like his daughter, he types the
following:
Search term: “social media and adolescence”
Again, Mark is overwhelmed by the over 500,000 results that pop up. He decides to narrow his
search even further.
Search term: “social media use and anxiety and depression in adolescence”
One of the results of this search is the article “Is Social Media Use Related to Sleep
Quality, Self-Esteem, Anxiety and Depression in Adolescence?” This study confirms
Mark’s belief that high levels of social media use, and nighttime use, contribute to
poorer sleep quality, low self-esteem, and high levels of anxiety and depression in
teens.
Mark finds a host of additional articles in Google Scholar that pique his interest, and he
also plugs his search terms into the websites for The American Psychological
Association and The Association for Psychological Science. Those two sites also
provide many interesting articles on the topic.
Mark is reminded of the CNN.com article that he encountered during his preliminary
Google search. He goes back over his notes and re-reads the article “Why Some 13Year-Olds Check Social Media 100 Times a Day.” Inside the article he also discovers a
link to an academic study titled “#Being Thirteen: Social Media and the Hidden World of
Young Adolescents’ Peer Culture.” Mark believes that this study can be considered a
credible and scholarly source since its authors are academics in the field, but he will
further investigate it in the next learning block.
Both the CNN article and the related study could be credible sources that provide tons
of interesting information for Mark. He bookmarks the pages so that he can easily
reference them as he continues his research.
Theme: Performing the Research Investigation | Learning Block 3-2 | Page 4
of 4
On this page, you will use the keywords, search strategies, and prior resources you
found to gather credible sources related to your social science issue.
Exercise: Short Answer
Like Mark, now it is time to target your search so that you are finding only credible
sources. At the end of Learning Block 3-1, you created an updated list of keywords and
combinations to target during your search for credible resources. Click to open Learning
Block 3-1, Page 4 to review this list. This link will open in a new tab.
Use your keyword list to answer the following questions. Type your responses to the
questions in the textboxes below. When you are finished, click “Submit.” These
responses will be graded. After submitting, you can edit your response by clicking
“Edit.”
Week 3 Question 7
Now select one of the digital libraries or organizations mentioned in this learning block
(Shapiro Library, Google Scholar, etc.), and plug your keywords into that site. What
credible sources come up in your search? Repeat this step with at least one more digital
library/organization. In the textbox, type the titles of 6-8 of the most relevant results
along with the corresponding hyperlinks so you can locate these resources later. Note
which digital library/organization you used to find each study.
Saved
Submit
Earlier in this learning block (Page 2), you identified any professional organizations that
might have information related to your social science issue. Use these organizations to
answer the next question.
Week 3 Question 8
Collect any information, links, articles, reports, or other resources that are relevant to
your issue and capture this additional information in the text box below. Again, be sure
to include links to your resources so you can easily locate them later.
Saved
Submit
Theme: Performing the Research Investigation | Learning Block 3-3: Vetting
the Sources
In the previous learning block, you searched professional websites to compile a list of
potential resources for your research investigation. In this learning blo…
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