Effect of Texting on Teens Essay Example for Free

Effect of Texting on Teens Essay Cell phones are becoming a modern day necessity, to the point that they are a must have for every teenager and adult. Human beings are growing increasingly attached to these devices, depending on them more and more for their communication with other people, job duties, and other daily activities that they must accomplish. One way that we are taking advantage of cell phone technology at a rapidly growing rate is through the use of text messaging. It seems that anywhere you are likely to see people glued to phones screen, fingers typing away. In schools, malls, and cars we see them. On sidewalks, streets, and in crosswalks we see them, heads down typing away. Sometimes we may be one of those people with our fingers glued to our phones keyboard or touchscreen. Does this really affect our day to day activities? This research paper, against contrary belief, concludes that texting does not affect teenagers adversely. Many people believe that texting affects teenagers in many ways. On the contrary, teenagers believe that they can keep a balance between texting and social interaction. They know when to use text language and when to use regular English (Edutopia). Noting that there are some negative aspects of texting, such as- phone addiction, social awkwardness e.t.c. It has many positive aspects to it also. Many would argue that texting has dampened their children’s ability to interact on a face-to-face level with their peers, but others would argue against that, and say that it allows people more freedom to contact those that they do not see regularly. Many teenagers have cell phones now and that is seen as a blessing and curse by both parents and children. Often, a child will get a cell phone as a means to communicate more easily with their guardians, which gives them some measure of freedom that they hadn’t had before. Teens appreciate that freedom and they also feel a sense of being connected to their parents, since they can be contacted at any time. Parents are thankful that they have that connection. When parents feel that their children are using their phone  too much, they may put restrictions on the usage of phones. This keeps, both the parents and the children happy. With the uprising of technology many are concerned about the social ramifications that texting holds, particularly on younger generations. Between teenagers and their friends â€Å"cell-phone texting has become the preferred channel of basic communication† (Lenhart) and it’s becoming commonplace for children at younger and younger ages to communicate with their friends via text messaging as opposed to phone conversations or even face-to-face. A majority of modern teenagers, defined by the Pew Research Center as ages 12-17, will text their friends at least once a day. A smaller percentage call theirs friends daily and an even smaller number talk to friends face-to-face. Though texting might take some kids away from social interactions, it also opens the door for many other children to communicate with their peers through a way that makes them feel safer. Texting can be a good alternative for children that suffer from: * Social anxiety * Loneliness * Shyness As texting does not looking at the person you are talking to, directly, it boosts confidence of children and helps them to become socially active. â€Å"I think it’s possible to say that the electronic media is helping kids to be in touch much more and for longer. It is also helping lonely children to make more friends and making children feel socially involved† (Hilary Stout) After discussing several points raised above, one major question arises, does texting have any negative effect on literacy of teens? The answer to this question is very debatable, but using two studies, this research paper will prove that texting does not have any negative effect on literacy of teens. The first study, â€Å"The effect of text messaging on 9- and 10-year-old children’s reading, spelling and phonological processing skills† proves that there is no significant evidence that texting was good or bad when the researchers compared the two groups that were tested. However, it did find  that by using texting, children improved their spelling skills when compared to other children in the intervention group. It also found that the number of messages sent and received was positively correlated to lexical retrieval skill. (Wood, C) The second study, â€Å"Txt lang: Texting, textism use and literacy ability in adolescents with and without specific language impairment† Forty-seven typically developed (TD) and 47 adolescents with specific language impairment (SLI), all age 17, were used in the study. The adolescents with SLI had developmental problem in understanding and expressing language that were not related to other developmental disorders, such as mental retardation. The study was conducted by K. Durkin, A.J. Walker, and ContiRamsdent from the School of Psychological Sciences and Health. All adolescent completed tests that included the Wechsler Abbreviated Scale of Intelligence to test for their IO. To test their language ability the CELF-4 was used. Reading was assessed by the Test of Reading Efficiency test. And lastly, to test their reading and spelling abilities, the sub-tests of the Wide Range Achievement Test were used. Evaluation of texting frequency was done by asking how often the participants texted per week and marked on a five–point scale. The participants were also sent a text message asking them what they usually do on Saturdays. After receiving their response, it was coded for structural characteristics, such as number of messages. The study found that the adolescents sent fewer text messages than their typically developed peers. They also responded in lesser amounts. Sixty-eight of the SLI adolescents compared to 87% of the TD adolescents responded. The adolescents with SLI that responded scored higher in reading than the non-senders. The study also found that the senders and non-senders in the TD group were similar in language and literacy.(Durkin, K) Majority of people thought that text messaging would have a negative impact on students writing and literacy, however, the studies analyzed show a different story.If taken as a whole, these studies seem to indicate the opposite of the concern that text messaging is bad for literacy. Both the studies found a positive relationship between reading and spelling. The first study found that those who used texting had better spelling skills, and the number of text messages sent and received was related to the ability to retrieve words from memory. The second study found that those with specific language impairment sent less text messages. This suggests that in order to get into texting, you have to have better reading skills. In the end, these studies don’t support the concerns that texting is harmful to literacy. After scrutinizing the positive and the negative aspects of texting, It is very clear that the positives weigh more than the negatives. texting may not always make teens socially awkward, but can help any children to be socially more active and confident. If the amount of phone usage of children can be regulated to an extent where both the parents and the children are happy, it can be very helpful for the both of them. children can always stay connected with the parents and parents can know the whereabouts of their children. Texting is also very important as it does not disturb a person as much as a phone call would. Teens have to socialize, and phone calls are much more distracting than sending text messages, both for the children and the people around the children. Teens tell us how texting is more efficient, how they don’t have to go through the preamble and niceties of a phone conversation.(Lenhart) It is a very clear from the above discussion, that if texting can be regulated, it helps a lot. children do not feel unsafe while travelling alone as they can text their parents anytime, they do not get disturbed by phone calls, they can contact people they do not see regularly, texting also helps improve spellings, e.t.c. Against popular belief, texting does not harm teens adversely, rather, it helps teens in many ways mentioned above. So, if done in a regulated manner, texting is not bad for teens. Bibliography Internet sites: Hafner, Katie. â€Å"Texting may be taking a toll.† The New York Times, May 26, 2009 http://www.nytimes.com/2009/05/26/health/26teen.html?_r=0 Lambert, Victoria. â€Å"Docs’ fear for text mad teens.† The SUN, November 30, 2010 http://www.thesun.co.uk/sol/homepage/woman/parenting/3251846/Studies-look-into-risks-and-effects-of-texting-for-children-and-teenagers.html â€Å"Teens, Cell phones and Texting.† pewresearch.org, Pew Research Centre, April 20, 2010 http://pewresearch.org/pubs/1572/teens-cell-phones-text-messages Elyse,Toribio. â€Å"Textings effect on grammar.† NorthJersey.com, August 13, 2012 http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html â€Å"How has texting affected the social life of teens.† Livestrong.com, Livestrong, September 1, 2011 http://www.livestrong.com/article/532976-how-has-texting-affected-the-social-lives-of-teens/ Stout, Hilary. Antisocial Networking? The New Y ork Times 30 Apr. 2010: ST1. Web. 27 Feb. 2012. http://www.nytimes.com/2010/05/02/fashion/02BEST.html?. Does text messaging harm students’ writing skills, No publisher, edutopia.org http://www.edutopia.org/poll-text-messaging-writing-skills Lenhart, Amanda. Teens, Cell Phones, and Texting. Pew Research Center Publications. Pew Research Center, 20 Apr. 2010. Web. 25 Feb. 2012. http://pewresearch.org/pubs/1572/teenscell-phones-text-messages Studies/ Researches: Wood, C., et al. â€Å" The effect of text messaging on 9- and 10-year-old children’s reading, spelling and phonological processing skills.† Journal of Computer Assisted Learning (Feb. 2011): n. pag. Academic Search Premier. Web. 24 Feb. 2012. Durkin, K., G. Conti-Ramsdent, and A.J. Walker. â€Å" Txt lang: Texting, textism use and literacy abilities in adolescents with and without specific language impairment.† Journal of Computer Assisted Learning (Feb. 2011): n. pag. Academic Search Premier. Web. 23 Feb. 2011

American Film and Movies from the 1950’s to Present Essay -- Movie Fil

American Film and Movies from the 1950’s to Present Today, American film is among the most internationally supported commodities. Financially, its contributions are enormous: the industry is responsible for the circulation of billions of dollars each year. Since its explosion into the new media markets during the mid-twentieth century, film has produced consistently growing numbers of viewers and critics alike. Sparking debate over the nature of its viewing, film is now being questioned in social, political, and moral arenas for its potential impact on an audience. Critics claim that watching films is a passive activity in which the viewer becomes subconsciously absorbed, and creates a reliance or "addiction" to the medium, and thus can be influenced by any perpetual concepts or images. Advocates, however, argue that viewing such programs is an active process in which audience members are able to choose to what they are exposed, and interpret messages based on their individual needs and background. Perhaps both views are too extreme. Film from the 1950s to present, as will be explored in this essay, is an extremely useful medium, often underestimated within the label of "entertainment"; unfortunately, it may be partially responsible for current socio-cultural problems, too. The critical question, then, is whether film has fostered the progress of a more open-minded America, or rather hindered its development through the perpetuation of antiquated concepts of stereotypes, densensitized violence and breeding of normalcy. Whether or not a naà ¯ve approach to film as an inclusive medium holds true to fact, however, is questionable. Since its popular arrival in American culture during the 1930s, film has sparked controversy over ... ...es, Francis, ed. Washington: Smithsonian Institution Press, 1996. Jowett, Garth. "A Significant Medium", in Movie Censorship and American Culture. Couvares, Francis, ed. Washington: Smithsonian Institution Press, 1996. Lyons, Charles, "The Paradox of Protest", in Movie Censorship and American Culture. Couvares, Francis, ed. Washington: Smithsonian Institution Press, 1996. Ross, Steven T., ed. Movies and American Society. Oxford: Blackwell Publishers, 2002. Wasser, Frederick. "Is Hollywood America?", in Movies and American Society. Ross, Steven T., ed. Oxford: Blackwell Publishers, 2002. Slocum, J. David, ed. Violence and American Cinema. New York: Routledge, 2001. Rotham, William. "Violence and Film", in Violence and American Cinema. Slocum, J. David, ed. Routledge, 2001. Turner, Graeme. Film As Social Practice. New York: Routledge, 1999.

Getting Knowledge from Reading Essay

Reading is the best way to learn different kinds of things. Such as reading recipe books for making delicious dishes, or learning different kinds of language, or cultures. We are starting learning our children at the age of 1 or less. We always start from alphabets. So that, they can makes their habit to read books. I think which is really good for them. But nowadays mostly people don’t like to read books; they think that it’s very difficult to understand. Teenagers go to the library for fun, but they never read the books moreover, they think books are boring to read. However, for some people books are their life; wherever they go whether in the bus or somewhere else they start reading books, no matter what other people is going to think. Like in this book for these two authors reading is their life. They really think that books are gifts for them are Ricky Moody, who wrote, â€Å"The joy and enthusiasm of reading†, and â€Å"Alberto Manguel, who wrote, â€Å"Reading ourselves and the world around us†. Reading is become a passion for both of them. Moody talks about believes in the books and on the other hand MAnguel talks about the outside world. It gives the opportunity to think about differently and come up their conclusion. For Moody, reading is his believe he also mentioned when he first started his article that he believe in choosing difficult kinds of books so that he can come up with his own ideas. Moody also mentioned in his article that reading was not an option, â€Å"Mr.  Buxton, who probably had better things to do, nonetheless agreed to meet one night to go over the text line by line. â€Å"The first thing he did was point out the repetition of motifs. † (3) Moody did not give up for that he picks up the other book that intrigued him. Moody main motive is to teach other people that reading your own and come up with your conclusion that can give you freedom to think something bigger. You don’t need anybody to help you can explain you line by line. People should pick difficult books so that they can learn something new and challenge themselves. Furthermore, for Manguel, reading also teaches us to learn from your surroundings. In his article, Manguel states that, â€Å"The astronomer reading a map of stars that no longer exist; the Japanese architect reading the land on which a house is to be built so as to guard it from evil foces; the zoologist reading the spoor of animals in the forest†(6). Manguel means that sometime you don’t need the specific books to gain knowledge. However, sometime you can read the other person face. He also said that only mother can understand her child language when her child is hungry. Reading can gives an individual so much; books give a lot of knowledge and become us smarter, because some time we are too busy with our other works that we forget that books help us to think broader. But in these articles, for both author reading is their life and passion for them. They can come up with their conclusion; they are taking interest, sharing their view, and showing their passion so that other people can learn from them.

Essay on Business Law Ch 5 Hw - 1772 Words

1. Assume that the state of Ohio passed a hazardous waste statute, seeking to protect the general public and workers. The state statute did not violate the Commerce Clause because it imposed no restriction on interstate commerce. Both the state statute and the federal Occupational Safety and Health Act (OSHA) established job safety standards and specified worker training and employer licensing, but the requirements differed. Which statute(s) Ohio corporations had to obey? Pick the best ANALYSISwer. a. Ohio corporations must obey all state statutes | | b. Ohio corporations must obey OSHA’s statute and Ohio’s hazardous waste statute | | **c. If there is a conflict between a state statute and a federal statute, the federal statute†¦show more content†¦The Court created a three-part test to determine if a creative work is obscene. Which one is NOT one of the basic guidelines? a. Whether the average person, applying contemporary community standards, would find tha t the work, taken as a whole, appeals to the prurient interest. | | b. Whether the work depicts or describes, in a patently offensive way, sexual conduct specifically defined by the applicable state law. | | **c. Whether the work includes language which is prohibited by the Federal Communications Commission. | | d. Whether the work, taken as a whole, lacks serious literary, artistic, political, or scientific value. | | | 10. The dormant aspect of the Commerce Clause holds that: a. a state statute is always unconstitutional when it burdens free speech in commerce. | | **b. a state statute that discriminates against interstate commerce is invariably unconstitutional. | | c. a federal law can always be preempted by a state statute. | | d. only courts can decide when a state statute is unconstitutional. | | | 11. Which clause states that the Constitution, and federal statutes and treaties, shall be the supreme law of the land. a. Commerce Clause | | **b. Supremacy Clause | | c. Takings Clause | | d. Equal Protection Clause | | | 12. In Miller v. California (1973), the U.S. Supreme Court: a. held that the First Amendment is an absolute protection on all speech. | | b. heldShow MoreRelatedPublic Fe Reference Handbook.Pdf46179 Words   |  185 Pagestopic areas) Approximate Percentage of Test Content 15% Topic Area I. Mathematics II. Engineering Probability and Statistics 7% III. Chemistry 9% IV. Computers 7% EXAM SPECIFICATIONS—MORNING 1 V. Ethics and Business Practices 7% VI. Engineering Economics 8% VII. Engineering Mechanics (Statics and Dynamics) A. Statics 10% 6. Area moments of inertia 3. Mass moments of inertia a. particles a. particles VIII. Strength of Materials Read MoreNucor8605 Words   |  35 Pagesaggressive pursuit of innovation and technical excellence, rigorous quality system, environmentally friendly products. Nucor’s core strategy is that of cost leadership through the use of technology; it is known as being the low-cost provider. Most business is conducted in the U.S., but the company does have foreign operations and looks at international expansion as a strategic opportunity. C. In the early of 2000, Nucor followed growth strategies which are new acquisitions, new plants constructionRead MoreThe Mind of a Marketing Manager26114 Words   |  105 PagesThinking: The mind of a marketing genius Thinking: The mind of a marketing genius * Where are the best opportunities for your business today? How do you stand out in crowded markets? How do you deliver the best solutions for customers, and the best returns to shareholders? * Where should you focus amidst this complexity? What is your competitive advantage? Which markets, brands, products and customers should you prioritize in order to maximize value creation? Read MoreManagement and Teaching Note19520 Words   |  79 Pages31,000 full text inspection copies. ecch provides a free monthly e-mail update service giving details of new cases from all sources. Visit www.ecch.com to subscribe. Economics, Politics and Business Environment 9-407-049 ALLIANZ AG: BECOMING A EUROPEAN COMPANY Lorsch, JW; Chernak, A Harvard Business School Publishing 20pp 205-024-4 BRITISH CHOCOLATE MARKET: UP FOR A FAIRTRADE ORGANIC MAKEOVER? Structured assignment Rathore, RS; Ragu, SP IBSCDC 15pp; Teaching note 205-024-8 (12pp) 207-057-1Read MoreMonte Carlo Simulation218872 Words   |  876 Pagesinteresting simulation issues arise. If the ï ¬ rst three chapters deal with running a simulation, the next three deal with ways of running it better. Chapter 4 presents methods for increasing precision by reducing the variance of Monte Carlo estimates. Chapter 5 discusses the application of deterministic quasi-Monte Carlo methods for numerical integration. Chapter 6 addresses the problem of discretization error that results from simulating discrete-time approximations to continuous-time models. The last three