社会互动的英语

互动是指互相作用，相互影响，如：良性互动，形成互动效应。一般用于人文社科方面的表述，如感情互动、社会互动等。

social work 我就是这个专业的 绝对权威

补充：相关的中文你还可以参见下面的文章出自于(Lull 1990: 36) Uses and GratificationsOne influential tradition in media research is referred to as 'uses and gratifications' (occasionally 'needs and gratifications'). This approach focuses on why people use particular media rather than on content. In contrast to the concern of the 'media effects' tradition with 'what media do to people' (which assumes a homogeneous mass audience and a 'hypodermic' view of media), U & G can be seen as part of a broader trend amongst media researchers which is more concerned with 'what people do with media', allowing for a variety of responses and interpretations. However, some commentators have argued that gratifications could also be seen as effects: e.g. thrillers are likely to generate very similar responses amongst most viewers. And who could say that they never watch more TV than they had intended to? Watching TV helps to shape audience needs and expectations. U & G arose originally in the 1940s and underwent a revival in the 1970s amd 1980s. The approach springs from a functionalist paradigm in the social sciences. It presents the use of media in terms of the gratification of social or psychological needs of the individual (Blumler & Katz 1974). The mass media compete with other sources of gratification, but gratifications can be obtained from a medium's content (e.g. watching a specific programme), from familiarity with a genre within the medium (e.g. watching soap operas), from general exposure to the medium (e.g. watching TV), and from the social context in which it is used (e.g. watching TV with the family). U & G theorists argue that people's needs influence how they use and respond to a medium. Zillmann (cited by McQuail 1987: 236) has shown the influence of mood on media choice: boredom encourages the choice of exciting content and stress encourages a choice of relaxing content. The same TV programme may gratify different needs for different individuals. Different needs are associated with individual personalities, stages of maturation, backgrounds and social roles. Developmental factors seem to be related to some motives for purposeful viewing: e.g. Judith van Evra argues that young children may be particularly likely to watch TV in search of information and hence more susceptible to influence (Evra 1990: 177, 179). An empirical study in the U & G tradition might typically involve audience members completing a questionnaire about why they watch a TV programme. Denis McQuail offers (McQuail 1987: 73) the following typology of common reasons for media use: Information finding out about relevant events and conditions in immediate surroundings, society and the world seeking advice on practical matters or opinion and decision choices satisfying curiosity and general interest learning; self-education gaining a sense of security through knowledge Personal Identity finding reinforcement for personal valuesfinding models of behaviouridentifying with valued other (in the media) gaining insight into one's selfIntegration and Social Interaction gaining insight into circumstances of others; social empathyidentifying with others and gaining a sense of belongingfinding a basis for conversation and social interactionhaving a substitute for real-life companionshiphelping to carry out social rolesenabling one to connect with family, friends and societyEntertainment escaping, or being diverted, from problemsrelaxinggetting intrinsic cultural or aesthetic enjoymentfilling timeemotional releasesexual arousalBlumler & Katz (1974) argued that audience needs have social and psychological origins which generate certain expectations about the mass media, leading to differential patterns of media exposure which result in both the gratification of needs and in other (often unintended) consequences. This does assume an active audience making motivated choices. However, McQuail suggests that the dominant stance of recent researchers in this tradition is now that: Personal social circumstances and psychological dispositions together influence both... general habits of media use and also... beliefs and expectations about the benefits offered by the media, which shape... specific acts of media choice and consumption, followed by.... assessments of the value of the experience (with consequences for further media use) and, possibly... applications of benefits acquired in other areas of experience and social activity. (ibid: 235). James Lull (1990: 35-46) offers a typology of the social uses of television based on ethnographic research. Social Uses of Television Structural Environmental: background noise; companionship; entertainmentRegulative: punctuation of time and activity; talk patternsRelational Communication Facilitation: Experience illustration; common ground; conversational entrance; anxiety reduction; agenda for talk; value clarificationAffiliation/Avoidance: Physical, verbal contact/neglect; family solidarity; family relaxant; conflict reduction; relationhip maintenanceSocial Learning: Decision-making; behaviour modelling; problem-solving; value transmission; legitimization; information dissemination; substitute schoolingCompetence/Dominance: Role enactment; role reinforcement; substitute role portrayal; intellectual validation; authority exercise; gatekeeping; argument facilitation使用与满足One influential tradition in media research is referred to as 'uses and gratifications' (occasionally 'needs and gratifications').一个有影响力的传统媒体研究是被称为'用途和gratifications ' （偶尔需要和gratifications ' ） 。 This approach focuses on why people use particular media rather than on content.这种方法的重点是，为什么人们使用，尤其是媒体，而非内容。 In contrast to the concern of the 'media effects' tradition with 'what media do to people' (which assumes a homogeneous mass audience and a 'hypodermic' view of media), U & G can be seen as part of a broader trend amongst media researchers which is more concerned with 'what people do with media', allowing for a variety of responses and interpretations.在相反的关注， '媒体的影响， '传统'是什么媒体做的人』 （假定均匀大规模的观众和'皮下的看法，传媒等） ，美国＆ G的可以被看作是一个组成部分，更广泛的趋势，其中媒体研究人员，这是更关心'是什么人做的与媒体' ，让各种反应和解释。 However, some commentators have argued that gratifications could also be seen as effects: eg thrillers are likely to generate very similar responses amongst most viewers.然而，一些评论家认为， gratifications也可以被看作是影响，例如：惊栗可能产生非常相似的回应，其中大部分观众。 And who could say that they never watch more TV than they had intended to?和谁可以说，他们从来没有观赏更多电视比它们本来打算？ Watching TV helps to shape audience needs and expectations.看电视，有利于形成观众的需要和期望。 U & G arose originally in the 1940s and underwent a revival in the 1970s amd 1980s. ＆克原本出现在20世纪40年代和经历了复苏，在20世纪70年代AMD公司20世纪80年代。 The approach springs from a functionalist paradigm in the social sciences.办法泉水从功能范式在社会科学领域。 It presents the use of media in terms of the gratification of social or psychological needs of the individual (Blumler & Katz 1974).它提出了利用媒体而言，该欣慰的社会或心理的个别需要（卢姆勒＆卡茨1974年） 。 The mass media compete with other sources of gratification, but gratifications can be obtained from a medium's content (eg watching a specific programme), from familiarity with a genre within the medium (eg watching soap operas), from general exposure to the medium (eg watching TV), and from the social context in which it is used (eg watching TV with the family).传媒竞争与其他来源的欣慰，但gratifications可以得到从一个中等的内容（如观看了具体的方案） ，从熟悉的一个流派内部的媒介（如看肥皂剧） ，从一般接触到的媒介（如看电视） ，并从社会背景，在它的使用（例如，看电视，与家人） 。 U & G theorists argue that people's needs influence how they use and respond to a medium. ＆克理论家认为，人民的需要，影响他们如何使用，并回应一个中等。 Zillmann (cited by McQuail 1987: 236) has shown the influence of mood on media choice: boredom encourages the choice of exciting content and stress encourages a choice of relaxing content. zillmann （所列举的mcquail 1987年： 236 ）已表明，影响情绪，对媒体的选择：无聊鼓励的选择令人兴奋的内容，并强调鼓励选择放宽的内容。 The same TV programme may gratify different needs for different individuals.同样的电视节目可满足不同的需求，为不同的个人。 Different needs are associated with individual personalities, stages of maturation, backgrounds and social roles.不同的需要，相关的个别人士，成熟的阶段，背景和社会角色。 Developmental factors seem to be related to some motives for purposeful viewing: eg Judith van Evra argues that young children may be particularly likely to watch TV in search of information and hence more susceptible to influence (Evra 1990: 177, 179).发展的因素，似乎与一些有针对性的动机看，例如：朱迪思车evra认为，年幼儿童可能特别容易看电视，在搜索的信息，因而更容易受到影响（ evra 1990年： 177 ， 179 ） 。 An empirical study in the U & G tradition might typically involve audience members completing a questionnaire about why they watch a TV programme.实证研究在美国＆ G的传统，可能通常涉及观众成员完成一份问卷，为什么他们观看电视节目。 Denis McQuail offers (McQuail 1987: 73) the following typology of common reasons for media use:丹尼斯mcquail提供（ mcquail 1987 ： 73 ）以下的类型常见的原因是媒体的使用： Information 信息 finding out about relevant events and conditions in immediate surroundings, society and the world找出有关的事件和条件，在即时的环境，社会和世界 seeking advice on practical matters or opinion and decision choices寻求意见，就实际问题或意见，并决定选择 satisfying curiosity and general interest满足好奇心，和一般的兴趣 learning; self-education学习;自我教育 gaining a sense of security through knowledge获得了安全感，通过知识 Personal Identity 个人身份 finding reinforcement for personal values寻找加固个人价值观 finding models of behaviour寻找行为模式 identifying with valued other (in the media)确定与其他价值（在媒体上） gaining insight into one's self获得深入了解一个人的自我 Integration and Social Interaction 融合和社会的互动 gaining insight into circumstances of others; social empathy获得深入了解他人的情况下，社会同理心 identifying with others and gaining a sense of belonging确定与他人合作，并获得了归属感 finding a basis for conversation and social interaction找到一个基础会话和社会的互动 having a substitute for real-life companionship有一个替代现实生活中同伴 helping to carry out social roles帮助进行的社会角色 enabling one to connect with family, friends and society使一连接与家人，朋友和社会 Entertainment 娱乐 escaping, or being diverted, from problems逃走，或正在改，从问题 relaxing放宽 getting intrinsic cultural or aesthetic enjoyment获得内在的文化或审美的享受 filling time充填时间 emotional release情绪释放 sexual arousal性觉醒 Blumler & Katz (1974) argued that audience needs have social and psychological origins which generate certain expectations about the mass media, leading to differential patterns of media exposure which result in both the gratification of needs and in other (often unintended) consequences.卢姆勒＆卡兹（ 1974 ）认为，观众需要有社会和心理的起源产生一定的期望，关于大众传播媒介，导致微分模式，被媒体曝光，其中的结果，在双方满意的需要和在其他（往往是意想不到的）后果。 This does assume an active audience making motivated choices.这是否承担积极的观众，使动机的选择。 However, McQuail suggests that the dominant stance of recent researchers in this tradition is now that:不过， mcquail表明，占主导地位的立场，最近的研究人员在这方面的传统，是现在： Personal social circumstances and psychological dispositions together influence both...个人的社会环境和心理处置一起影响双方... general habits of media use and also...一般的习惯，媒体使用，也... beliefs and expectations about the benefits offered by the media, which shape...信念和期望的好处，所提供的媒体，形状... specific acts of media choice and consumption, followed by....具体的行为，媒体的选择和消费，其次是.... assessments of the value of the experience (with consequences for further media use) and, possibly...评估价值的经验（与后果作进一步媒体使用） ，可能... applications of benefits acquired in other areas of experience and social activity.申请获得的利益在其他方面的经验和社会活动。 (ibid: 235). （同上： 235 ） 。 James Lull (1990: 35-46) offers a typology of the social uses of television based on ethnographic research .詹姆斯平静（ 1990年： 35-46 ）提供了一个类型的社会利用电视的基础上的人种学研究 。 Social Uses of Television 社会利用电视 Structural 结构 Environmental : background noise; companionship; entertainment 环境 ：背景噪声;同伴;娱乐 Regulative : punctuation of time and activity; talk patterns 调控 ：标点符号的时间和活动;对话模式 Relational 关系 Communication Facilitation : Experience illustration; common ground; conversational entrance; anxiety reduction; agenda for talk; value clarification 通讯便利 ：经验说明;共同点;会话的入口;焦虑减少;议程谈;价值澄清 Affiliation/Avoidance : Physical, verbal contact/neglect; family solidarity; family relaxant; conflict reduction; relationhip maintenance 无党派人士/避税 ：物理，口头联络/忽视;家庭团结;家人松弛;减少冲突; relationhip维修 Social Learning : Decision-making; behaviour modelling; problem-solving; value transmission; legitimization; information dissemination; substitute schooling 社会学习 ：决策;行为建模;解决问题;价值传输;合法化;信息的传播;取代上学 Competence/Dominance : Role enactment; role reinforcement; substitute role portrayal; intellectual validation; authority exercise; gatekeeping; argument facilitation 竞争力/优势 ：角色制定;的作用，加固;替代的作用的写照;智力验证;管理局行使;评估;论点便利

socialist. 就这样吧，还挺高级的

你我他之间的彼此有意识的交流和沟通。

社会工作专业的英文翻译为social work。

社会工作专业帮助社会上的贫困者、老弱者、身心残障者和其他弱势人群；预防和解决部分因不良互动方式而产生的各种社会问题；开展社区服务，完善社会功能，提高社会福利水平和社会生活素质，实现个人和社会的良好互动，促进社会的稳定与发展。

社会工作的指导思想：人本思想，助人自助；

社会工作的道德准则：公正、爱心、守信、奉献；

社会工作的服务对象：有困难的（贫的、弱的、病的、残的、惑的、心智失常的等）个人、家庭、社区、群体；

社会工作的职责：提供专业社会服务，参与社会管理，推进社会政策，维护受助者的合法权益。

社会工作的范围：社会救助、社会福利服务、就业服务、社区管理与服务、家庭婚姻服务、医疗康复服务、社会行为矫正、心理道德辅导、基本权益维护等；