Impact of New Media on Teenagers | Research

Impact of New Media on Teenagers | Research THE IMPACT OF NEW MEDIA ON TEENAGERS CONDUCT Emily Shaba The data was obtained through interviews at two high schools and through the below interview questions. Interview questions The majority of teenagers in schools access new media through their phones and laptops. The main sites that are used or the most used form of new media is Facebook and Whatsapp as well as the internet in general through Google to find out things they are curious about. Most of the youth as well admitted to having used new media frequently some even admit to being addicted to it. According to the research however new media has positively impacted teenagers in a lot of positive ways the first being it helps them with research in school work and finding out about other things that they may be curious about. Social sites help to build a closer relationship between teenagers and their friends plus relatives that may be far away. It provides quick and cheap communication as compared to phone calls and text messages or travelling to meet their friends and relatives. It also helps with making new friends for teenagers that are naturally shy and cannot or find it had to make friends or interact with others physically. They get a chance to find someone to interact with and talk to when need be. Makes them understand new technology that is coming in and how to use it effectively. They are however also some negative ways in which new media impacts teenagers firstly being that despite the ability to make new friends they are not trustworthy. This may be imposter’s people with bad manners that may end up sharing them with the teenagers or worse criminals who end up harming innocent teens or stealing from them. Most teenagers also admitted to the fact that it is too tempting, it gives them the chance to see things that may be inappropriate to them on a silver platter it is like leaving chocolate on the table for a kid and telling them not to eat when its alone with them in the room for days and nobody has the ability to know if they eat it. This also results in teens being exposed to porn and other inappropriate pictures which later trigger things like premarital sex and early pregnancies. Teens are also exposed to a western way of life and tend to think drugs and alcohols are part of life and if you do not drink go clubbing or use media then you feel left out and backwards in time. It is so addictive that teens can not focus on anything else other than it. It also gives wrong information about various things and teens get wrong advice from their new internet found friends about different things which ends up corrupting their character. Most teenagers agreed to there being a change in the way they act or view things since they started using new media. They know more things than they did in the past and they are pickier about things more especially the way they dress or act around friends. New media from an academic point of view has also impacted them positively in that it helps them with homework and research when their given something to work on at school. It also helps them to find notes, books and past papers that their school may not be able to provide which also helps with their performance in class. They also learn a lot of new things online that they may not be able to learn in school. They are able to get inspiration from other people that they are able to look up and find out about their lives online. It helps with their spellings and grammar. New media however also has academic disadvantages which according to the research included: It reduces concentration on school as the time that would be used for studying is rather used on new media or social sites. Instead of concentrating in class teens are busy on their phones using social media or thinking about what to say to who, their next Facebook or WhatsApp profile picture and status. It makes them lazy and increases chances of plagiarism as they might as well take an already written paper and just change it than spend time on writing a paper rather than on the internet. Due to the many abbreviations used on social sites the teens spellings are sometimes affected and their language too. It provides them sometimes with the wrong information on their school work too. It has also impacted the way they relate to their friends in that they have more time to chat and hence it brings them closer. However other friends that do not use new media are isolated. It reduces interaction between teens instead of them meeting up to chat or do another thing they only want to talk using social media. Most teens start to feel that their culture is left behind and start to despise it. They, as a result, they forsake culture and tradition which ends up leading them astray. This also destroys the spreading of our African culture and heritage with other as it is slowly dying. People end up following western culture and values and even dressing which may be inappropriate for the African society. Like not doing house chores or ignoring guests when they come instead of greeting them and making them feel at home. Most admit to their principles being bent to some extent to fit in which may not, however, be an appositive thing, especially If what they are fitting into is inappropriate and destructive. I was also shocked to find out that their other teens that do not use any form of new media or social site and some that only use new media for school in this day of age and time. This was due to parents denying them access to it after witnessing a reduction in their grades. Others were because of their religion not permitting them to do so or simply not wanting to do so after being affected by it negatively in some ways. They said the was an increase in their performance due to this in class as they had more time to study but however lacked some friends and often felt left out. Most teens did say they should be an age restriction on sites as to what they can and cannot view. They should be appropriate pictures on social sites. And finally, parents should mind the time that their children are given internet access. Some teens suggested being given access in the evening, weekends and on holidays. The Victorian Era: Social Classes Of England The Victorian Era: Social Classes Of England The Victorian Era social classes of England are unlike any other social system; every rule could be bent or broken (An Ancestry.com Community, par. 1). A person could be born into the lowest class, and could end up being part of the nobility by marriage (An Ancestry.com Community, par. 1). Some heiresses were married to local families (Thornber par. 10). An example of the odd rules would be how the aristocracy and gentry, in mid-nineteenth century, would become the upper class(Cody par.2). The Victorian Era is viewed as a period of great opportunity for every class.(Loftus par. 1). Each class can be divided by power, authority, wealth, working and living conditions, life-styles, education, and culture(Cody par. 2). At times, the middle class took power, not the upper class(Loftus, par. 1)The lower class was divided mainly by the wealth and working conditions of families(Channe14.com, par. 19). The main groups consist of upper class -aristocracy and gentry-, middle class, and lower cl ass. The gentry were lines of land-owning families from noble men (Thornber, pars. 2 and 4). Their system of inheriting the land from their father helped the gentry, but it eventually destructed them (Thornber par. 4). A main reason was the decline of agriculture after the Napoleonic Wars (Thornber par. 4). Some of the gentry managed to keep their estates (Thornber par. 8). Another reason for the gentrys fall was the male inheritors decline into moral sin (French and Rothery 403). The landed gentry was in control until the younger sons started to put the families financial security in danger; they were soon sent to an outside school (French and Rothery 403-405). This moral decline was soon blamed on the parents teaching of their children (French and Rothery 404). Although the kids did go to school, their circle of activity still revolved around society (French and Rothery 405). Although one might think the gentry to be powerful, the aristocrats retain the power (Channe14.com, pars.8). The sinple definition of aristocracy is rule of the best or superior (Aristocracy, par. 2). It has the least change out of all the social classes (Channe14.com, pars.8). Most people who made up the aristocracy were politicians who came from noble families (Channe14.com, pars.8). The unelected House of Lords is mainly made up of aristocrats (Channe14.com, par. 8). If you were part of the British aristocracy, by birth, you were a gentleman (The Gentleman, par.2). To be an aristocrat one had to have land (An Ancestry.com community, par. 1). Oddly enough, most aristocrats were not of the richest or most powerful families (An Ancestry.com Community, par. 3). The aristocrats were also head of the social life (Channe14.com, par.10). The great families filled the main circles, through their youth, with fashion and culture (Escott par. 2). They lived on grand country estates where they would go hunting and fishing (Channe14.com, par.10). Some aristocrats even had London estates which would opened up during certain seasons (Channe14.com, par. 10). Aristocrats eventually came to a point where they did not do anything but flaunted their wealth, and politics became a game (Escott par. 2). They realized they needed to step up their game when the middle class began to rise (Escott par. 2). The middle class consisted of businessman, entrepreneurs, shopkeepers, merchants, and any other men just above the lower class (Loftus par. 2). To be part of the middle class, one had to take care of ones self, their family, and ones community (Loftus par. 4). It is safe to say that a definition of the middle class is impossible (Loftus par. 1).The dream of the businessmen in the middle class was to become part of the aristocracy (Channe14.com, par. 11). Over time, the middle class changed into a small group mainly made up of professionals, factory owners, merchants, and writers (Channe14.com, par 12). An example of one of these would be the writer, Conan Doyle (Hammer 56 65). The middle class, unlike the aristocracy, made their society on rights not by hereditary gain (Loftus par. 1). The middle class has two main sections, the upper middle class and the lower middle class (Channe14.com, pars. 13 17). The upper middle class was between professionals, and industrialists (Channe14.com, par. 14). Professionals were the doctors, lawyers, clergy, and top civil servants (Channe14.com, par. 14). The lower middle class was made up of mostly women (Channe14.com, par. 16). Many upper middle class men worked in banks or climb up the ladder to rule the empire (Channe14.com, par. 15). These men were usually the ones who used their riches to buy homes and became just as rich as the aristocracy (Loftus par. 3). The middle classs economy and financial variations were made by differences on background, politics, and religion (Loftus par. 3). They mainly came from political coherence (Loftus par. 4). Emphasized by competition, thrift, and self-reliance, the middle class began to rise into power (Loftus par. 4). All their success was due to their principles on individuality (Loftus par. 5). Every middle class person, through hard work and self- reliance, could have had economic and social success (Loftus par. 5). Many critics, like Thomas Carlyle, were fearful that the middle class individualism would be a threat to the community (Loftus par. 5). Much of the middle class success came from the political economy as well as the social economy (Loftus par. 8). They were always ready for improvement; it was key to their culture (Loftus par. 8). The middle class defined themselves by attempting to make the lower class see their potential (Loftus par. 9). The lower class was more commonly known to the Victorians as the working class (Channe14.com, par. 18). The workers of the working class can be divided into six groups: high-paid labor, regular standard earners, small regular earners, intermittent earners, casual earners, and the lowest class (Channe14.com, pars. 18 and 19). The largest group division were the regular standard earners, which had more people than the other five groups put together (Channe14.com, par. 20). The regular standard earners were men who made their wages from the Victorian economy; as it rose, so did their wages (Channe14.com, par. 20). When the economy boomed, people had less children, which meant more time for relaxing (Channe14.com, par. 20). The Victorian Era was the best time for one to spend their days in leisurely activity (Channe14.com, par. 24). As life became better for the higher working classes, who are known as deserving poor, the poor became more desperate (Channe14.com, par. 21). While the deserving poor get charity, if and when they need it, the lowest class gets nothing (Channe14.com, par. 21). This class made up about a quarter of all the outskirt areas (Channe14.com, par. 21). Some of these people may be criminals or unemployed, but each of them live in conditions beyond their control (Channe14.com, pars. 22 23). Times became so bad that one might have seen another selling dog droppings (Channe14.com, par. 22). Country poverty was even more sad (Channe14.com, par. 23). Most people survived on eight pounds a year (Channe14.com, par. 23). Some teenagers were forced to join gangs and mothers had to give their babies opium so they would not cry (Channe14.com, par. 22 23). Though, if one of these men could save enough money to start a small business, he could move up into middle class (Loftus par. 11). The Victorian era was the best time for leisurely activity (Channe14.com, par. 24). The upper class, middle class and lower class began to fade away shortly after this end of this period (French and Rothery 402-422). As stated earlier, the Victorian Era gave opportunity to most everyone (Loftus par. 1). Each class opportunity was shown through power, authority, and wealth (Cody par. 2). At the close of this era, the higher middle class sat with the upper middle class at operas in the royal box, thus showing the opportunity in the classes (Channe14.com, par. 3). Interestingly enough, there are a few noble families still left in England today (An Ancestry.com Community, par. 18). Work Cited An Ancestry.com Community. 31 March 2010. English Social Classes. 08 November 2010 . aristocracy. Encyclopedia Britannica. 2010 ed. Channe14.com. 2010 Time Travelers Guide to Victorian Britain. 2010. . Fordham.edu. 2010. Modern History Sourcebook. 2010. . French, Henry and Mark Rothery. Upon Your Entry into the World: masculine values and the threshold of adulthood among landed elites in England 1680-1800.Social History. 33 (4 Nov. 2008) : 402 422. Academic Search Premier. EBSCO Brandon Public Library. 01 November 2010. . Hammer, Joshua. Sherlock Holmes London. Smithsonian January 2010:56-65 David, Cody. The Victorian Web. 2002. The Victorian Web. 22 July 2002 Social Class. 27 October 2010 . David, Cody. The Victorian Web. 2002. The Victorian Web. 22 July 2002 The Gentlemen. 01 November 2010 . Loftus, Donna. BBC. 15 October 2010 The Rise of the Victorian Middle Class. 08 November 2010 . Thornber, Craig. Cheshire Antiquities. 2010 The East Cheshire Gentry. 08 November 2010 .

Response Paper

Blue Collar Workers Have Brains Too Throughout our modern society there has always been a cultural divide between the upper class of white collar workers who have received higher education, and the blue collar workforce who make up the middle and lower class of society. It is the assumption of the white collar class that the blue collar force are a simple minded group who rely on manual labor jobs because they don’t possess the intelligence necessary to make it in the white collar world.In his article â€Å"Blue Collar Brilliance,† Mike Rose discussed how the working class of blue collar workers is often underestimated and not given enough credit from their white collar counterparts. He states that through his research and observations, the blue collar workers indeed exercise significant intelligence in their work, and that they shouldn’t be shrugged off by those of a higher social class simply because of their placement on the occupational ladder. Rose described that he was raised in a blue collar family, but that he sought a higher education a means for fulfillment and to make a solid living.What I found interesting were his observations through his studies after graduate school. Rose states, â€Å"Intelligence is closely associated with formal education-the type of schooling a person has, how much and how long-and most people seem to move comfortably from that notion to a belief that work requiring less schooling requires less intelligence† (Rose, 247) I agree with Rose in this statement because of my experience growing up, I was always taught that success in this life is tied directly with a formal education.If I wanted to make something of myself, I better go to college. Much to the chagrin of my parents, I put off college and entered the workforce as an apprentice meat cutter. Over the years I have worked my way up and was eventually made the manager of a meat department. I have found that through my experience in that occupati on that I have learned more about business hands on than in any of my business classes. Rose makes an interesting point about the hands on application of such important tools in the working class.He states, â€Å"Though many kinds of physical work don’t require a high literacy level, more reading occurs in the blue-collar workplace than is generally thought, from manuals and catalogues to work orders and invoices, to lists, labels and forms† (Rose, 253) Rose is surely right about that because I have learned more about what it takes to make a successful business with things like how to manage costs and labor, how to regulate your purchases as to meet your sales needs while keeping shrink or loss to a minimum, and how to increase your gross profit margin by streamlining merchandising methods than I ever could in a classroom.He described observing his mother Rosie as a waitress in a diner and all of the mental juggling she displayed in order to keep her customers’ orders organized, the food delivered properly in a timely manner, and make sure they were satisfied and felt important. He also noticed that she was not only a waitress, but often times wore the hat of psychologist in listening to the personal stories of her guests, and catering how she treated them and responded to them as though she was their friend and support system.I agree that the blue collar workforce is often looked down upon by those who have chosen the path of higher education and belong to the white collar workforce because I have been a member of the blue collar crowd for over ten years and can testify that it indeed requires significant skills in order to fulfill those jobs. I have worked in a restaurant for several years and have experienced how difficult it is to multitask and keep every customer happy while juggling several tables and keeping multiple orders organized in my little filing system in my head.It truly requires a special brain to be a server in a restaura nt, to possess the necessary skills as Rosie did with the ability to group tasks together in order of priority and work efficiently in a flowing motion rather than running around in circles barely keeping your wits about you because you can’t keep your proverbial balls juggling in the air. From experience, when you drop one ball or make a mistake, all your other balls usually come crashing down on you. That is what we in the business call â€Å"crashing,† or â€Å"being in the weeds. I have seen such a high turnover of staff that couldn’t manage all the responsibilities and possess the customer service and people skills necessary for when things go wrong. I agree with Rose’s point of how the hat of psychologist is worn while performing those duties because you can completely screw up a persons’ food order but give them exceptional customer service and make them feel special by listening to them, show them genuine empathy and they will tip you well no matter what mistakes are made in their dining experience.I have had several regular customers come into my restaurant and request me as their server because I make them feel special, and I engage in real conversation with them and have subsequently built real friendships with people because of the way I treated them as their server. Nothing made a regular customer feel special like having their beverage of choice delivered to them as soon as they sat down without needing to ask for it. I have had many coworkers ask me how I consistently made better tips than they did, when we are serving essentially the same demographic of clientele.I explain to them the key is to be a good listener such as Rose’s mother was to both verbal and non verbal messages, and do the little things in order to make them feel special and not simply be a robot delivering their food and drinks. Many people assume that servers in restaurants belong to a lower social class, but because of my experience in that industry I agree with Rose that it takes a special person to fulfill those positions.I appreciated Rose’s recognition of the blue collar force as one who possesses significant intelligence; because I am a member of that class and feel that I have often been judged as someone who lacks the necessary intelligence to make it in the white collar world. I applaud his arguments that the blue collar force should no longer be looked down upon as inferior. Works Cited Rose, Mike. â€Å"Blue Collar Brilliance. † â€Å"They Say/I Say†: The Moves That Matter in Academic Writing : With Readings. Ed. Gerald Graff, Cathy Birkenstein, and Russel K. Durst. New York: W. W. Norton &, 2012. N. pag. Print.

Book Review Waiting For The Barbarians - 1329 Words

Coetzee’s empire established in Waiting for the Barbarians should be viewed as a direct reference to empires of the real world as it brings light to the nature of the hierarchy within. Waiting for the Barbarians follows the plot of a magistrate’s peaceful life coming to an end due to the sudden appearance of the Third Bureau, the empire’s special forces. A single barbarian woman is left behind after mass imprisonment, and the magistrate takes it upon himself to nurse the wounds left by her torturers. However, his underlying intention is to use her as a means of interrogating his personal desires. Despite the magistrate’s peculiar interest in her people’s culture and history, he cannot seem to see the woman as anything but a barbarian. In†¦show more content†¦Even with the fact that he observed these prisoners daily, his remembrance of her dying father and not her physical appearance shows how his immediate thought that comes with the barbar ians is their suffering. Coetzee’s inclusion of this detail presents the idea that those who are higher up in the social hierarchy of an empire tend to have feelings of false pity towards those who are lower than them. Rather than viewing them as people, they are instead seen as those who don’t have a lifestyle as fortunate as them. An example of this can be seen in the Magistrate’s earlier description of the fisherpeople, describing their lifestyle as â€Å"living in fear of everyone† and â€Å"skulking in the reeds† (18). Though the magistrate is irritated of Joll’s inability to recognize barbarians, this further supports the points mentioned. What seems like a casual description holds connotations of mocking the fisherpeople’s rudimentary lifestyle. Furthermore, as a representative of the Empire, Joll’s lack of better judgement was what caused the fisherpeople to be captured. This portrays his ignorance regarding his percept ion of the barbarians. Thus, Joll’s ignorance and the magistrate’s impression of the barbarians display the divide within the hierarchy. This ultimately continues to enforce the notion that those in the upper hierarchy believe that they have some sort of responsibility over these people. Unfortunately, the notion that the higher are â€Å"responsible† for thoseShow MoreRelatedEssay on The Dark Ages Notes1017 Words   |  5 PagesMother Not Kill ***Thou Shalt 12. According to the video, Who was Clovis? - Clovis was the Barbarian king of the Franks. 13. According to the Ordeal, how were you proven innocent? -A pebble was dropped in a pot of bowling water and you would have to get the pebble. If your hand heals well then your innocent. 14. Who was united due to Clovis? - Barbarian Tribes of France called the Franks. 15. 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Essay on Should Intelligent Design be Taught in Public...

In 1859, Charles Darwin published his groundbreaking Origin of Species, which would introduce the seminal theory of evolution to the scientific community. Over 150 years later, the majority of scientists have come to a consensus in agreement with this theory, citing evidence in newer scientific research. In an average high school biology classroom, one may imagine an instructor that has devoted much of his life to science and a predominantly Christian class of about twenty-five students. On the topic of evolution, one of the students might ask, â€Å"Why would God have taken the long route by creating us through billion years of evolution?† while another student may claim â€Å"The Book of Genesis clearly says that the earth along with all living†¦show more content†¦The theory is made in assumption that pure creationism, for obvious reasons, can never pass as unaffiliated with religion, and thus can never be taught in government-funded public schools. As of now, its proponents’ claims for the earth’s age vary between 6000 and 4.5 billion years ago, as long as God did it (Branch). Rather than relying on scientific evidence, intelligent design thrives on the most miniscule of holes in evolutionary fossil records and the unfathomability of a living cell being created from inorganic matter. These holes are then complemented with ignorance of viable proof of evolution; proponents of the field have managed to turn these two elements in a supposed science. However, the yet infantile theory has still made its way to public schools in five states, with as many as twenty states currently debating the validity of evolution education. Given that certain polls estimate that almost half to as many as sixty-six percent of Americans do not believe in pure evolution(Branch; Morris), it is hard to argue with a plurality or majority of the population whether or not to believe in evolution. To many, it is not a matter ofShow MoreRelatedShould Intelligent Design and/or Creationism Be Taught Alongside Evolution in Public Schools?641 Words   |  3 Pagescourtrooms about whether or not should intelligent design should be taught alongside evolution in public schools, which has been going on for a great amount of years. Intelligent design is the idea of natures changes cannot be a random process, but a type of guidance must have lead to why nature is the way it is in today’s era. In most cases, that specific guidance is God. God has created the world for a purpose. Creationism is the same idea as intelligent design, believing that nature was createdRead MoreIntelligent Design: A Bona Fide Theory Essay1278 Words   |  6 Pagesin an intelligent designer who created the universe and humanity. 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Everything that we know, everything that we are, is supposedly derived from this short span of mass design. However, this information is quite contradictory to what modern science tells us. And that, in and of itself, is t he essence of the nationwide debate. Should Creationism, or as it is sometimesRead MoreCreationism Vs Intelligent Design Creationism1474 Words   |  6 Pagescreationism and intelligent design are valid alternative theories that should be embodied within the curriculum of science classes. ‘Through local school boards, sympathetic politicians, and well-funded organizations, a strong movement has developed to encourage the teaching of the latest incarnation of creationism—intelligent design—as a scientifically credible theory alongside evolution in science classes.’ Creationism is the rejection of evolution in favor of supernatural design (Pennock, 2003)Read MoreThe Theory Of Evolution Or Intelligent Design1677 Words   |  7 Pagesmay seem to be shrouded in mystery, but in modern America two main theories have come to dominate as the explanation; either the theory of evolution or Intelligent Design. The theory of evolution was first published by Charles D arwin, a famous figure who is just as controversial in modern society as he was in his own time. He introduced the public to the theory of evolution in his book On the Origin of Species, where he proposed that new species evolve from older ones through Natural Selection, orRead MoreTime to Hit the Holy Books: Evolution and Intelligent Design in the Classroom1235 Words   |  5 Pagesgradually modernized to accommodate newer understandings of the universe. But, as is the nature of any age-old debate, the fires fueling this conflict have once again been fed, this time with the controversy surrounding the teaching of Intelligent Design in public schools. The proponents of this alternative â€Å"theory† to the origins of life claim that they have been silenced by the Darwinian establishment and support integrating their ideas into the classroom through such means as textbook disclaimersRead More`` Alien Notion `` By Chip Rowe1246 Words   |  5 Pagesabout the attempts of crea tionist to bring God into public schools. According to Chip Rowe, after the Supreme Court ruled that teaching biblical creationism in public school is a violation of church and state, creationist have been divided into two groups. One group called â€Å"young earthers† believe a literal interpretation of Genesis in the Bible, while the other group developed a new way to â€Å"sneak God into the classroom† by creating intelligent design or as Rowe describes it â€Å"creationism after a showerRead MoreCreationism vs. Evolutionism in Public Schools1538 Words   |  7 PagesCreationism vs. Evolution in Schools: 1st Affirmative Constructive Speech Creationism and Evolutionism by definition are very different topics. Currently, evolutionary naturalism is the most widely taught view of origins in America. In schools in the modern day, only evolutionism is taught and condoned. But before the 1920s, only creationism was taught, and evolution was forbidden. Then, on February 20, 2008, the Florida State Board of Education voted to revise the public school guidelines to require