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The Effects of Mobile Phones on Todays Youth using UK as a case study
-Title-
The Effects of Mobile Phones on Today’s Youth using UK as a case study
-Aim-
To see whether the negative effects outweigh the positive when it comes to mobile phones and society, in particular today’s youth.
-Objectives-
Ro determine the extent to which today’s youth depend on mobile phone innovation.
To determine the negative issues associated with the use of mobile phones in line with family, health and moral issues.
To determine the health risks associated with prolonged usage of mobile phones.
To determine the positive impacts mobile phones have on technology and lives of the youths.
To determine the main purpose as to why youths mainly use the mobile phones. Whether they are for emergencies, internet access, calling friends/keeping in touch or Social networking will be determined.
To determine connection if any between mobile phone innovation and education levels.
Background to the Research Question and the Reasons Why the Research is Interesting/ Important-
Over the years I have gone through the whole mobile phone epidemic with society and have seen it gradually grow into a major part of our everyday lives. I feel that it is quiet important to find out what affects the regular use of mobile phone devices have on individuals as far as improving literacy rates or education intelligence or seriously damaging them. I have sometimes wondered increased use and popularity of instant messaging causes any long-term effects on society, as it’s created a “cyber world” that some people depend on. I’ve observed somewhat of a drastic change in behaviour amongst most youth of today towards family or authority figures; which is coincidently in sync with a technological boom where certain devices began became necessary in everyday life. I believe that it has to do with the lack of family orientation and proper communication caused by too much device orientation, as eyes are always glued phone screens, keeping individuals constantly occupied. I know that mobile phones are the cause of many family and school issues, as kids spend too much time on their devices. I feel it is relevant to find out if this is just ‘kids play’ or if this is actually having some kind of long term psychological effects on the use, with problems of “addiction” on the rise among the youth.
Relevant Concepts, Theories and Approaches from the Literature and Previous Research that will Help Me Design My Project-
Theories that are relevant to this investigation are theories that attempt to explain the relationship between technology and society as a whole. These will be helpful as they show how society is shaped by the innovation of certain technologies and also if technologies are shaped by society. With this in mind, theories such as Technological Determinism will be applied and analysed and investigated here as the research carried out will show whether TD applies to youth and mobile phones; “the idea of technology being ‘outside’ of society”. Technological Transfer will also be tested and investigated, as it also will help to carry out the investigation with the theory that “objects are defined by subjects and subjects by objects”. Actor Network Theory is another theory that is relevant to this study and help in its design as it mostly looks at the transfer and obligatory passages of technology in society.
Proposed Methods and Research Instruments-
Methods for research that I will be using will be primary, secondary and tertiary research as all together they will fully support the investigation that this dissertation is based on. Primary research is research that is physically gathered by myself and this will include questionnaires, focus groups, and other personal/direct interviews with select members of the public that will allow me to get a first hand understanding of what people feel and also allow me to gather information for myself that is not from another source. Secondary information is information that is not collected physically and information that does not come from my own findings but from another source and therefore based on their research and findings. This will include texts, journals, newspaper articles and also theories on the subject. Tertiary research is ..
-Types of Data to be Collected and Analysed and the Types of People Who will be the Subjects of My Research-
The data that I intend on gathering will be obtained from secondary sources like the internet. In order to retrieve valid up-to date feedback from real users of the device, I will have to develop questionnaires appropriate for handing out to young people who use mobile phones heavily, preferably between the ages of 12 – 18 so I am able to retrieve their honest opinions on their experiences and investigate whether they depend on it. I also plan to ascertain statistics pertaining to health issues that may be related to mobile phone use.
Here quantitative and qualitative data will be discussed and analysed as they are equally significant in this investigation. Quantitative data is data that pertains to numbers or amounts; looking at percentages. Qualitative data is descriptive or explanatory and comes from personal opinions or theories of others. This can be seen as more helpful than quantitative because qualitative data is direct and detailed.
-Hypothesis-
My hypothesis for this investigation is that I will find high levels of dependency on mobile phones that will show the youth and society’s evolution and move toward being much more technically advanced. I also however believe that this investigation will also show a potential health risk that dependency on technology will eventually cause for youths. I feel that while the innovation of mobile phones and other technology will have a positive affect on the youth by making them technologically advanced but also make them lazy and less active, as life is much more convenient than it was for the youth in the 70’s for example. The availability of information and instant communication is diminishing important social skills like engaging more with their surroundings and more importantly general activeness i.e. playing outside or engaging in sports.
-Bibliography-
A. Bryman, (2012) Social Research Methods 4th Edition, Oxford University Press Inc, United States of America
The effects of inquiry based activity approach in secondary students understanding of biology concepts and science process sk
The effects of inquiry based activity approach in secondary students understanding of biology concepts and science process skills at Saudi Arabia
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Institution:
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ABSTRACT
This study investigates the use of an inquiry-based activity approach to determine Saudi secondary school students’ level of success on biology teaching and science process skills. And if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The inquiry-based approach emphasizes the explanation and investigation of phenomena, the use of evidence to back up conclusions, and application of concepts. This view is also consistent with modern learning theories which emphasize the construction of mental structures (Piaget’s functioning model) by learners. To determine if inquiry-based instruction leads to better understanding of biology concepts taught, the sample of the study will consist of approximately 210 secondary students from 7 secondary schools. 3 units for 10th, 11th and 12th grade will be chosen and 45 minute per lesson will be planned. The design of the lessons divides the activities of instruction into 3 phases. In this approach, at first students will give experience with the concept to be developed. This experience will allow students to explore and ask questions. As the lessons progress from simple exploration to conceptualization, the student, and teacher will discuss and derive the concept from observations made. In the last phase, students will be provided with the opportunity to explore the usefulness and application of the concept of the chosen units at the end of the topic. Data collected will be through lesson observations, students’ participation, and ability in understanding and retention of concepts, improved attitudes toward science learning, improved reasoning ability, and better process skills, And through using biology achievement test, Basic Science Process Skill Test and Science Attitude Scale. Results of the study should show significantly enhances students’ science process skills and attitudes according the use of inquiry based activity methods.
Research objective
The purpose of this study to investigate the effects of activities incorporating inquiry based activity teaching secondary students’ biology unit through inquiry based activity and attitudes toward science process skills. It compared the performance of the students using on activities incorporating inquiry based science teaching to students using a traditional science curriculum. To achieve these purpose basic process skills will be determined as Observing, Comparing and Classifying, Inferring, Predicting, Defining Operationally, Measuring, Recording and Interpreting, Formulating Models, Constructing Tables of Data and Graphs, while the integrated process skills will be Formulating Hypotheses, Identifying and Controlling Variables and Experimenting. The program will improve students’ skills of researching and questioning with a scientific and technological point of view, solving problems, conveying scientific views and results, working in cooperation and deciding sensibly.
Data Collection Tools:Science Process Skill Test (MB-BISPSI) Malaysian-Based Basic and Integrated Science Process Skills Inventory: to measure the integrated science process skills, the test developed by Yahayaet al. (2011) with its 60 items will modify by the researcher with some particular changes and additions to be applied for 10th 11th and 12th grade students (age16-18).
Overall description of the instrument
Database explored Exploration terminologies used Number of references obtained
ERIC “Teacher Stress Inventory” 18 citations from 2012 to 1999
PsychInfo “Teacher Stress Inventory” 50 citations from 2013 to mid-1980’s
Dissertation Abstracts International “Teacher Stress Inventory” and Fimian (in abstract) 18 citations 1983 to 2010
Google Scholar Fimian Teacher Stress Inventory 3 citations in 2014
Multiple citations in previous years
Teacher Stress Inventory (TSI) has found its application in published study from roughly the mid-1980. This is the time when it was published by Michael Fimian. Additionally, it has been used in study published in 2014 depending on search of pertinent database. TSI has been used by different ordinary and exceptional trainers from PreK through high school. Some of the teachers include Backer, 201 and Cook, 2002. Private and public school educators are Thomas, 2000 and waters, 2009. The special group of teachers includes Mikka of EFL (2014), Jones of physical education (2004), and Batten as an administrator (2001). In geographical or cultural context, TSI has found its application in various geographical and cultural areas. Studies have been carried out in many urban, rural, and geographical areas in America (Kaplan & Saccuzzo, 2013). It has also been carried out in global settings like Taiwan, Ireland, and Costa Rica. Studied have taken place in many spiritual groups like Seventh-Day Adventists and Catholics. Teacher Stress Inventory has been translated into various languages hence it can be used by different teachers from Pakistan, China, and Spain.
Copies of Scholarly Review(s) of Instrument
In 1957, the American education system was greatly condemned due to the introduction of Soviet Union’s satellite Sputnik. This is because it was considered to be content-oriented. This led to the introduction of various radical changes in their science curricular. The major changes made include Science-A Process Approach. In this approach, fundamental processes begun in grades K-3. On the other hand, science processes started and developed in grades 4-6. Process-based movement was majorly introduced to gauge the ability of the students to understand science process skills. An evaluation of the science process skills tools shows that the instruments were not adequately supplied. Therefore, they were not able to cover all the science process skills (Schmitt, 2012). The coverage of such tools was deficient since they reviewed BSPS, ISPS or a mixture of some process skills. For instance, Beard established the Basic Science Process Test (BSPT) for students in primary school. Tannenbaum established the Test of Science Process to determine the monitoring, comparing, categorizing, and forecasting skills of learners in grades 7 to 9. Smith and Welliver established a Science Process Assessment to be used by learners in grade 4. Saudi has their locally made instruments which are used to assess various science process skills (Lissitz, 2009).
Valid evidence
Validity evidence chart:
Types of validity evidence most appropriate for showing the quality of the instrument Definition of the validity evidence Methods used to collect the validity evidence
Content validity evidence It addresses the similarities between assessment questions and the area of study they are suppose to evaluate Content validity evidence is collected from various curriculum experts where they are required to give their opinions on whether the test is matching curriculum goals.
Criterion-related validity evidence This type of validity evidence studies the connection between a test score and the results. Therefore, evaluating the connection between test score and criteria can determine the test validity for finding out success in Saudi Arabian learning institutions Criterion-related validity evidence is collected by obtaining test results to be used and relevant data on the criteria for the same learners (Umar, 2003). The test results are linked with the criteria to establish the extent to which they show the criterion behavior
Construct validity evidence This refers to the level at which a certain measure evaluates the fundamental hypothetical construct it should measure. In order to work properly, it needs the collection of various sources of evidence (Oermann & Gaberson, 2013) The validity evidence is collected by acquiring two tests which can measure associated skills.
Consequential validity evidence It is used to refer to the common penalties of using a particular for a particular reason. Evidence can be collected by obtaining annual information from parents, teachers, and the administration concerning the assessment systems of various schools in Saudi Arabia
Reliability evidence
Reliability evidence chart:
Reliability estimate Description of the reliability estimate How to collect the reliability estimate
Test-retest reliability This type of reliability shows the rate at which a test is capable of giving stable and reliable scores within a given period of time To estimate this reliability, an individual should manage a test form to identify group of examinee based on two different occasions (Tenenbaum, Eklund & Kamata, 2012)
Parallel forms reliability This type of reliability approximate is a measure of how steady the results of examinees can be anticipated all over the test forms. A number of exam programs create many, parallel test forms to assist in providing test security. All the parallel forms are built to equal the exam outline. The forms are approximated by controlling both forms of the test to a similar group of examinees
Interrater reliability It shows a measure of the reliability or consistency of results expected by the raters. This is determined by obtaining scores from various raters and establishing the most reliable
Uses of Instrument in Scholarly Literature
The instrument can be used to determine how students obtain science process skills differently. Moreover, the acquisitions can be based on their gender, location, and ethnic backgrounds.
Use of the Instrument in personal Instructional or Evaluation Context
According to the evidences collected concerning the instrument, it is important to accept that it can be used in various studies. This is because it is considered to be a high-quality test. The items have complexity and bias indices that can be found within suitable range for research and exam reasons. Moreover, it is applicable and dependable as it can be used by secondary school children to evaluate their science process skills.
References
Kaplan, R. M., & Saccuzzo, D. P. (2013). Psychological testing: Principles, applications, & issues. Belmont, CA: Wadsworth, Cengage Learning.
Lissitz, R. W. (2009). The concept of validity: Revisions, new directions, and applications. Charlotte, NC: Information Age Pub.
Oermann, M. H., & Gaberson, K. B. (2013). Evaluation and Testing in Nursing Education. New York: Springer Pub. Co.
Schmitt, N. (2012). The Oxford handbook of personnel assessment and selection. New York: Oxford University Press.
Tenenbaum, G., Eklund, R. C., & Kamata, A. (2012). Measurement in sport and exercise psychology. Champaign, IL: Human Kinetics.
Umar, A. (2003). E-business and distributed systems handbook: Management module. S.l.: N A.
Political risk in Argentina
Topic; Argentina
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Political risk in Argentina
During the last decades, that is, 2000-2010, the political risk in Argentina has highly appreciated. The rule of law and institutional quality no longer exists in the dissimilar administrations and this nation is now facing the outcomes. The approval of laws affecting the private material goods and contracts, expropriation procedures, failure to pay of sovereign debt, undefined parameters in the conceding of regulatory authorization and the infringe of law by the government. In spite of the institutional and political risk it must be considered that, since the historical standpoint, the Argentine politics have recently attained a constant democratic system (Smith, pp 90). Considering the political climate of current years there are basis to believe that, the next presidential election could be the beginning point for an improved political climate in this country. Studies have reflected that, the government dishonor for laws, not forgetting the high stages of corruption, is amongst the major allege of the community. At a similar time, disagreeing parties are organizing efforts in the congress with an aim of imposing, or restoring some of the constitutional restrictions to the executive power. The opposition leaders are also working to arrive at an agreement on the basic public guiding principle for the subsequent government, which comprise of replacing of rules of laws and institutions in order to encourage investments.
Notwithstanding the portrayed political risk, a number of statistics mirrors that, Argentina’s economy has grown and developed at an average yearly rate of nine percent between 2003 and 2008. Argentina also remains the third largest economy in America, as it ranked behind Mexico and Brazil in the year 2008 in terms of gross domestic goods. From the current economic perspectives, the global economic points of view for the subsequent years are also favorable for this country, which is well-off in natural resources with a developing global demand (Felipe, pp 30).
Foreign direct investment has played a major role in the Argentina’s economy from the commencement of the nation’s modern history. During the season of the well known agro-export model, under which the primary goods exports drove a potent economic expansion, foreign direct investment was one of the major channels of technology shift. Foreign direct investment was vital in various areas, as Argentina was one of the chief destinations, entailing, export associated activities (for example, railroads), sections where demand was increasing as a result of urbanization and economic modernization (for example, banking and public utilities) and finally the industries focused at meeting flourishing domestic demands (for example, chemicals and foods)
A major go down for the Argentine society and economy. From1999-2002, real GDP turned down by more than eighteen percent (Felipe, pp 37). There was also a banking collapse, resulting in non-payment on the external debt and enormous peso deflation during a period of sharply rising poverty and unemployment rates. This let loose a deep political crisis.
After the deflation, the new government who took over the office in January 2002 employed, among additional measures, the denomination in pesos of interior contracts and compulsion and of public services rates. In various cases, privatized utilities’ rates had been set in US dollars during the ninety’s. Bank credits and deposits denominated in U.S dollars were also pacified but inequitably, with the government recompensing the banks for the differentiation. Banks became main objects of popular legal suits and anger due to the pacifications of the deposits.
An economic recuperation commenced in the second quarter of 2002 and from then GDP has grown gradually. While GDP growth was depreciating in 2002, over the subsequent four years the economy developed at around nine percent per annum. Furthermore, even if poverty and unemployment rates fell, they are still very high by Argentina’s historical principles.
By late eighty’s, under threatening macroeconomic situation, with vital business interests having severe difficulties adapting to the fresh regulations of the game, and with rising social discontent as a consequence of the economic restructuring, the Argentine economy endured the external shocks of the Brazilian and Russian. The two core consequences of these crises were, initially, a sudden stop in capital inflows, and next, a new round of peso over-valuation because of the Brazilian deflation, but also to the US dollar appreciation. Under such conditions, exterior debt indicators reached risky levels, raising the nation risk premium and resulting in increasing capital flight. This nation suffered three years of recession along with devaluation. By the year 2001, the nation was in the most horrible crisis in its history (Bethel, 45).
FDI was not a solution for Argentina’s economy in the ninety’s, but has also not been the main cause of social problems like environmental degradation, unemployment or increasing income inequality. However, it appears that Argentina let pass the opportunity to harvest more gains from the huge FDI inflows that the nation received in the past decade. While TNC affiliates showed better microeconomic performance than local firms, the latter reaped almost no spillovers from the foreign presence.
Furthermore, FDI never appeared to add to diversification of the nation’s productive organization, development of its trade specialization trend, rising capital formation or access to fresh markets in developed countries. Its effect on the balance of payments was not as encouraging as expected because of high profit remittances.
The Argentina’s capital market is overcoming the legacy of unwilling foreign creditors, and as a result, like her neighbors, we can expect a very dissimilar investment, external capital flows in future and advanced savings pattern, with intense effects for growth as well as for the institutional form of the economy. The main causes of such changes are, new demographic patterns, exterior capital market displaying higher interest in rising markets and a shift in prices.
In last years, with an effort to battle inflation that had reached two thousand percent, the government substituted the nation’s usual currency (peso) with a new one named the austral. However, the inflation continued to appreciate and reached five thousand percent which almost made the nations currency out of worth. In rejoinder the government changed the currency again substituting the austral with the Nuevo peso Argentino. Finally the inflation was brought under regulation when the government fixed the Nuevo peso to the dollar. As this almost wiped out inflation, it also suggested that the government had less control over the worth of its currency. Immediately the currency was pegged to dollar, it became known as the peso. The Argentine peso is set at one for one exchange rate with U.S. dollar, whilst the dollar varies freely on globe markets; it has resulted to a noteworthy degree of monetary stability to the Argentine economy and currency. The country’s banking system and currency are over-seen by the Argentine Central Bank, this bank sustains the currency reserves of U.S twenty five billion dollars that would cover nine months of imports. The central bank has also organized U.S seven billion dollars emergency fund that is financed by the international banks and organizations. This fund might be used to shield the country’s financial stability (Davis, pp 49).
Argentine peso (ARS) to 1 US dollar
Month/year Exchange rate
Jan 2009 3.93 ARS
Mar 09 3.94 ARS
May 09 3.92 ARS
July 09 3.93 ARS
Sep 09 3.93 ARS
Nov 09 3.90 ARS
Jan 2010 3.94 ARS
March 10 3.94 ARS
May 10 3.93 ARS
July 10 3.95 ARS
Sep 10 3.94 ARS
Nov 10 3.94 ARS
Average 3.93
Several industrial goods imported prior to nineteen sixty’s are currently produced in Argentina. This nation removed all non-tariff barriers to trade in 1991 and lowered tariff rates. The major non-tariff barrier, is the tariff quota system, which is applicable to auto parts and auto imports. A flow in imports during year 91/92 changed the trade balance form a huge surplus to a deficit rank. The strong rise in imports is elaborated by various factors which comprise of, the dynamic development of the domestic economy which led to higher import demand, the lessening of import tariffs and abolition of non-tariff barriers that released pent up demand for imports and lastly the actual appreciation of peso that made imports less costly since the local currency cost of products increased by much lower than the accumulated inflation since the commencement of the convertibility plan.
The incapability of Argentine government to stay within its means is not amazing, however, this is a nation well known for economic and political corruption. The government payments assists in supporting corruption and several Argentines plan their economic affairs to illicitly avoid tax payment, sometimes justifying their acts as lessening the support for a corrupt structure.
Recommendations
Despite the world economic crisis, many firms located in Argentina reported last year to have yielded encouraging results than before and every business person is optimistic for higher economic growth in the coming years. I believe that this nation is good for investment especially for every manager who plans to start a business as there is hope for up-coming businesses.
References
Bethel, L. The Cambridge History of Latin America. Japan. Rutledge publishers. 1995
Davis, C. Argentine Economic Crisis. Chicago. Chicago Publishers. 2010.
Exchange rates. Retrieved 1st Dec 2010 from http://www.exchange-rates.org/history/ARS/USD/T
Felipe, A. Remarking the Argentine Economy. London. WBC Publishers. 1995
Smith, W. Authoritarianism and the Crisis of the Argentine Political Economy. New York. Macmillan Publishers. 2008