Impact of cell phones

Cell phones are becoming an inevitable part of the classroom, but extant research suggests that using cell phones in the classroom impairs academic performance. The present study examined the impact of different cell phone policies on learning and emotion-regulation style. Participants were randomly assigned to one of four experimental conditions: cell phone usage allowed, cell phone possession allowed but without usage, cell phones removed, and a no-instruction control group. All participants watched a 20-minute lecture and were sent text messages to mimic classroom distractions. Afterward, participants took a multiple-choice test and filled out questionnaires assessing their level of obsessiveness, nomophobia, and mindfulness. Participants who had their cell phone taken away performed best on the test with no other differences. None of the emotional-regulation measures moderated the results. These findings provide important insight as to how cell phone policies can optimize learning in the classroom.

The current chapter examines what I term “technology interference” or “technoference,” which includes times when and ways that technological devices intrude, interrupt, and/or get in the way of couple or family communication and interactions in everyday life. I begin this discussion first by examining individual characteristics that predict individual use of mobile devices, as well as problematic use. I then move to an examination of characteristics of the devices themselves, those features that influence use. Then, I turn to how even normative use of technology might produce interruptions in family life, and what the current research tells us about how technology interference might influence personal and couple well-being. Overall, preliminary work suggests that technology interference is common in couple relationships and that greater interference is related to diminished personal and relational well-being.

Portable technology devices such as the mobile phone offer the opportunity for students to have their own computer tool for learning on a continuous basis, as an example representing one-to-one computing learning. This study re-evaluated the mobile phone as a portable computer tool and investigated how ninth-grade reading students could improve vocabulary building. This mobile learning study determined whether appropriately designed frontloading techniques improved comprehension and produced a significant difference between students who used mobile phones versus students in a traditional non-digitized delivery. It also examined an increase in motivation by students using mobile phones. This study used a descriptive quantitative method to determine how much, if any, the use of mobile phones improved reading vocabulary for the test group, and an exploratory qualitative method to determine whether the use of the mobile phone created a motivational interest to continue to study. Findings revealed an increase in vocabulary comprehension when ninth-grade average students used appropriately designed vocabulary frontloading techniques delivered via mobile phone. However, there was no significant difference between the treatment group that used mobile phones to study vocabulary and the control group that studied vocabulary in the traditional non-digitized method. If more time were provided for the treatment group use of the mobile phones, there might have been a difference. The treatment group’s motivation increased their study of vocabulary because of using the mobile phone for learning.

The purpose of this dissertation is to study the communication processes through mobile service, considering, particularly, the sustainable derivations involved in its use. The mobile service as an emblem of western contemporary culture — as well as its massive diffusion — attracts a wide theoretical repertoire. Therefore, the first phase of the research is devoted to the definition of some keywords required for the analysis, namely “communication”, “cyberculture”, “instantaneity”, “sustainability” and others. That said, one passes to a brief presentation of the imaginary that orbits around the communication via mobile phone, especially in cyberculture. It is assessed the derivations of the phenomenon titled “always on” and a certain group of consequences related to the ubiquitous connection. Finally, the positive and negative impacts of production and consumption of the mobile phone are displayed. Such impacts are studied based on the “triple bottom line”, triple analysis model that integrates social and environmental information, financial indicators and intangible values — thus, the environmental, economic and social pillars.
Keywords: Mobile phone. Sustainability. Cyberculture. Communication. Imaginary.

This study looked at young adult cell phone usage patterns. Results of a survey of 182 students at a large southern university revealed that respondents typically used their phones an average of 10.5 hours per week – the overwhelming majority of that with traditional calling. Features and services that were regularly utilised related to interpersonal communication. Limited support was found for the hypothesis that cell phone use may be utilised to avoid communication apprehension events. Stronger support was found for the hypothesis that interpersonal communication motives are positively correlated with cell phone usage gratifications.

For most people, mobile phones and various forms of personal information technology (PIT) have become standard equipment for everyday life. Recent theorists such as Sherry Turkle raise psychological and philosophical questions about the impact of such technologies and practices, but deeper further philosophical work is needed. This paper takes a pragmatic approach to examining the effects of PIT practices upon experience. After reviewing several main issues with technology raised by Communication theorists, the paper looks more deeply at Turkle's analysis of technology's impacts upon solitude and conversation. Because Turkle only raises but doesn't pursue the philosophical dimensions of these issues, the work on experience of John Dewey, William James, and John J. McDermott is utilized to provide concepts and methods by which PIT's effects might be judged. Finally, pragmatist aesthetics is introduced and consulted as a source of constructive ideals which might guide future amelioration of PIT's more significant drawbacks.

How does the meaning of space emerge and get negotiated when individuals of diverse backgrounds interact with each other? Studies reporting that African Americans tend not to spend time in outdoor space attribute this finding to limited access to resources, cultural values, degree of assimilation to mainstream practices, discrimination in outdoor space, or a perception that outdoor recreational space is “white space”. Little research has addressed how such meanings relate to other meanings attached to outdoor space, let alone how this happens through interactions between people with different views on outdoor space. This article, based on interviews and participant observation of college students on an alternative break trip from the Northeastern U.S. to New Mexico in 2014, shows how students of various backgrounds experienced nature differently, how differences were articulated and explained, and how they subverted normalization processes that render not “being in tune with nature” as deficiency. Suggesting that geographies of race are fluid and influenced by individuals’ agency, this article calls for encouraging students to examine the ways their subject positions have shaped their experiences and challenge cultural bias in what is deemed universally desirable.

International organizations, government agencies, non-governmental agencies, researchers, adult educators, and extension agents have long sought effective ways to provide useful information to the least educated people throughout the world. Although there is no absolute relationship between poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals have involved the use of books, radio programs, or television. However, an estimated 80% of people living in rural areas of developing countries now have access to information via cell phones. The rapid development of cell phones and the Internet has also changed how people learn in that both literate and illiterate learners are increasingly familiar with and receptive to technology-mediated activities. Regardless of their level of formal education, many people interact with technology, discover things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate individuals should no longer depend only on books, radio, or television programs; educators should now recognize that the cell phone is a valuable learning tool. Here we describe how information in the form of short animations can be transferred to those who deliver information to low-literate learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can be added to these animations so that ideas can be efficiently shared across language groups. The animated videos, which are being developed by Scientific Animations Without Borders℠ (SAWBO℠), can be viewed on cell phones or other video capable electronic devices. The development of these animations is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst collaborators through the utilization of social networks and cell phone technology.

Se propone que el Ayuntamiento de Othón P. Blanco,, como medida precautaria,  a efecto de evitar riesgos riesgos en materia de  salud individual-familiar y pública, bienestar ciudadano, derechos humanos individuales y colectivos, niveles de protección civil, y preservación de medio ambiente;  promulgue normativa en materia de construcción de torres ó antenas de telefonía celular

If someone would have said ten years ago that in 2016 we would be able to carry a tiny computer in our pockets, nobody had believed it. Mobile technology advances so fast and it is continually improving, as a result, we adopt these devices almost unintentionally. Nowadays it is possible to use cellphones as if they were small computers. They are called smartphones. Smartphones are extremely useful but they also could be problematic due to the fact that they can be extremely addictive. We use them in our everyday life without noticing their drawbacks. That is the reason why is good to ask ourselves are we people becoming too dependent on smartphones?

The purpose of this paper is to introduce a research proposal designed to explore the network security issues concerning mobile devices protection. Many threats exist and they harm not only computers but handheld devices as well. The mobility of phones and their excessive use make them more vulnerable. The findings suggest a list of protections that can provide high level of security for new mobile devices.

International organizations, government agencies, non-governmental agencies, researchers, adult educators, and extension agents have long sought effective ways to provide useful information to the least educated people throughout the world. Although there is no absolute relationship between poverty and illiteracy, many poor people are also low-literate learners (or illiterate) and many live in rural areas of developing countries. Most educational materials targeting low-literate or illiterate individuals have involved the use of books, radio programs, or television. However, an estimated 80% of people living in rural areas of developing countries now have access to information via cell phones. The rapid development of cell phones and the Internet has also changed how people learn in that both literate and illiterate learners are increasingly familiar with and receptive to technology-mediated activities. Regardless of their level of formal education, many people interact with technology, discover things for themselves, and learn through multi-media. Therefore, providing useful information to illiterate individuals should no longer depend only on books, radio, or television programs; educators should now recognize that the cell phone is a valuable learning tool. Here we describe how information in the form of short animations can be transferred to those who deliver information to low-literate learners and to the learners themselves via cell phones. Voice overlays in a diversity of languages can be added to these animations so that ideas can be efficiently shared across language groups. The animated videos, which are being developed by Scientific Animations Without Borders℠ (SAWBO℠), can be viewed on cell phones or other video capable electronic devices. The development of these animations is multi-disciplinary and horizontal in that it involves the free exchange of ideas amongst collaborators through the utilization of social networks and cell phone technology.