People bring their cell phones everywhere they go and use it on a daily basis. Cell phones has many advantages and disadvantages. Cell phones have been around for quite some time now, but as time goes on, cell phones continue to gain many features. A cell phone started out as just a simple device that only had numbers, and most people used them for emergencies only. Nowadays, cell phones have many features such as: phone calls, text messaging, accessing the internet, sending emails, taking pictures, using calculators, an alarm clock, and many more Strong Essays words 3.
These inventions have made human lives easier; however, they hinder the unity of families and a person's concept of actuality. Out of the recent advances in portable electronics, cell phones seem to be the product people rely on the most.
The Negative Effect of Cell Phones on Society Essay -- Anti Cell Phones
Upon accessing this device, people forget the person who is physically with them and their current environment. An in-depth phone conversation distracts a human from his or her surroundings, and people tend to bump into one another causing potentially dangerous situations Free Essays words 2. Cell phones since the beginning have spread like wildfire taking over the lives of students. Students use their cell phones all the time. The capabilities of a cell phone today have surpassed the pre- conceptions that many had when it was invented Strong Essays words 2.
In my school the principal and school board has recently put in place a cell phone ban, which will make it illegal to use your cell phone during school hours. This new ban is already taking effect in my school, Secret Scare High School, and is quickly spreading across the nation and is well supported. Cell phones are a nascence when in school and it is a good idea to have them banned during school hours with the use of cell phones in school you haves disruptions in the classroom, temptations to cheat or blackmail someone, a decline in grades, and trouble with the principle an Some people believe it is a key device in staying communicated with our friends and family members.
The girl later on became his wife and they had two kids. There are many examples of how cell phones are advantageous and disadvantageous in our lives. One con about phones is that there have been many wrecks because of texting and driving If there is an accident the person can call for people for help. If there ever an issue of safety, since a cell phone small and light weight the person might able to text or call for help without being notice.
Cell phones make it more convenience for a person safety because cell phone allows us to communicate with other. Cell phones allow us to keep in touch with family and friends. Simple-style cell phones can be preset and used for even young kids Moseley.
The Negative Effect of Cell Phones on Society Essay
Important contact information can be preset so if there is an emergency, people can just press the button and it goes straight to the person However, if an individual considered their cell phone to be a cause of brain cancer, would one still be inclined to utilize it. Yoon , p. This research set out to address the question: How do children themselves view the nature of the relationship between mobile phones and risk in their everyday lives? There is increasing recognition that it is the children themselves who are experts in their own lives and not the adults who have previously dominated the role of the expert.
The research presented here had an exploratory purpose and adopted a child centred approach using focus groups with 30 children aged between 11 and 17 years old. A non-probability sample was generated through snowballing via social networks. The snowball method of sampling involves selecting a few participants and asking them to recommend other participants willing to take part in the study continuing until saturation point is reached Sarantakos, This method did not encounter the disadvantage of gate keeping that other methods may have come across and all the children who took part did so voluntarily and appeared happy to do so which reflects Brannen et al.
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A total of thirty children participated in the study — 16 girls and 14 boys. However, the sample is non-representative in nature and was limited in terms of ethnicity and no attempts were made to ascertain differences in social class. There were nine focus groups in total of varying ages and gender mixes, attending three different high schools within Suffolk, UK. The participants were all previously unknown to the researcher.
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The children chose the location of the discussions, times and dates and this proved effective and the conversations that took place were lively and relaxed and flowed easily and there was little prompting on the part of the researcher. Social contexts such as gender, status and relational contexts influence the course of the focus group discussion Hollander, and the use of established friendship groups may have influenced the responses of the participants in, what was intended to be, a positive direction.
Because the children were previously well known to each other the power balance between the children and the researcher shifted towards the established friendship group.
Discussions of shared experiences within the group were frequent and often required no further explanation. This facilitated some themes to emerge — for example, on sexuality and sexual content — that were less likely to have been discussed in the context of an individual interview.
To this end a topic guide was used rather than specific questions which proved very successful and the researcher had very little input into the focus group conversations. These guidelines suggest access to children involves issues of informed consent, confidentiality and legal issues prior to negotiations to gain access via gatekeepers who, through their relationship with the children, have a protective role.
In order to be mindful of ethical requirements and meet the principles of high quality research, written information about the research, its aims, design and process were given to both the participants and their parents. The conversations were lively, dynamic and an in-depth rapport between the participants facilitated lengthy and detailed discussions on many varied and diverse topics related to mobile phones. The unstructured approach produced a wealth of interesting and varied data as the children discussed their thoughts, feelings, views and experiences relating to mobile phone and risk in their everyday lives.
The data from the tape recorded interviews was transcribed by the researcher and the analysis was initially carried out manually. The data was then analysed further and analytical trees were designed to explore the main themes that arose from the categorised data which provide a focus for the findings discussed below.
Strongly linked to the development of self-identity and individualization in late modernity, the children were reflexive in their conceptions of risk associated with mobile phones within the day-to-day context of their lives. The children self-formed and adapted their perceptions of risk associated with mobile phone technologies and actively negotiated restrictions imposed on them in relation to their mobile phone use.
Understanding risk in relation to public space was discussed in detail by all the groups but for a group of girls this was especially pertinent. The mobile phone and being able to contact someone provided them with a security network when feeling vulnerable in public space. This sort of discussion was common during the focus group talks and what is interesting is that they took steps to be responsible for their own safety in public space by using their mobile phone as a tool:.
Impact Of Smartphones On Society Pdf
Cathy [aged 17]: Does your mobile phone make you feel safer? Beth [aged 16]: Oh yeah. Emily [aged 16]: Definitely. Emily [aged 16]: If anything happens then you can like just call somebody. Beth [aged 16]: We were in [name of town] once and someone was like following us. Megan [aged 17]: Oh yeah… Beth [aged 16]: And like I had my hand on my mobile in case we like needed to like ring someone. They managed and modified their behaviour to minimise the risk of having their phone stolen by keeping it up their sleeve or keeping it in a bag.
However, in other circumstances they reflexively weighed up the risk to their phone and the risk to themselves. When the risk to themselves outweighed the risk to their phone, they would openly use their mobile phone in order to feel secure and safe when feeling vulnerable in public space. Thus there are public and private behaviours associated with mobile phone use in managing risk. As depicted in the excerpt between Chris and Vicky below:. Vicky [aged 13]: Yeah like my friend […] or something.. They were highly analytical and rather critical in their perceptions of mobile phones and security.
Whilst much discussion of the mobile phone being useful in emergency situations did indeed take place, as illustrated above, the children viewed networks as often unstable for example when they did not have network coverage or had run out of credit. They also discussed how a mobile phone did not keep you safe if you could not reach the person you wanted.
As Josh describes below, whilst he had been provided with a mobile phone to reduce the risk in the event of an emergency, in order to be effective it relies on a network of technology and people. Josh considered that, although, his mobile phone had a role to play in keeping him safe in an emergency, its value was limited if he was unable to make contact with his parents if they have their phones switched off. Goffman suggests by his notion of Umwelt that in order to function we have to trust the other people. An example of a network of heterogeneous materials that constitute the social as outlined by Law, , Actor Network Theory ANT is helpful here explaining that social life cannot be understood as either human or technical, as neither human nor technology controls the resulting patterns of relationships and the importance of trust in relation to those bodies — both human and non-human - in maintaining a viable Umwelt.
I mean like my mum - I tried to call her before I came out here to check that I had got the times right and her phone is switched off.
Harden argues that children reflexively construct their landscapes of risk around the concepts of private, local and public. It was not an objective of the study to make comparisons but it emerged from the data analysis that the schools had significant points of difference in their policies and procedures related to children having mobile phones in schools. These policies varied from actively encouraging them to an outright ban on them or a more laissez faire attitude towards mobile phones.