Comlete English Comp Discussion Post NO PLAGIARISM

Draft and Syllabus attachedRevision PlanThis week, you will consider how to improve your paper. First, review the Course Objectives (from the syllabus, and weekly “Getting Started” modules) to remind yourself about the goals of this course. Next, review the tips for revision, editing, and proofreading from the reading this week. Now consider the feedback you received on your rough draft. In your initial post to this discussion forum, discuss your rough draft in terms of the following Course Objectives:Finding SourcesAnalyzing Published WorksUsing APA StyleEffective WritingPresenting an ArgumentIdentify three ways that you will apply what you have learned from the reading (be specific) to help you create the final draft of your paper (the researched argument, Week 8 assignment). Your discussion should display your knowledge of the reading.
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Running head: SHOULD CHILDREN USE SMARTPHONES
Should Children Use Smartphones
English Composition
November 14, 2017
Should Children Use Smartphones
1
SHOULD CHILDREN USE SMARTPHONES
2
Technological advancements have initiated a range of positive and negative impacts in
contemporary societies. Some of the impacts associated with the technological advancements
comprise those introduced by smartphones. While smartphones are among the gadgets that have
transformed the society into a global village, they have triggered positive and negative
challenges. Access to smartphones by children is one of the challenges faced by families. The
complexity of access is twofold implying that there is a range of positive and negative impacts
associated with children owning smartphones. Scholars have engaged in unending arguments,
which has been augmenting with increased use of the gadgets. Proponents of the idea claim that
smartphones are good and their ownership helps children during instances of emergencies,
accidents, kidnap, and education. However, those who oppose the idea argue that when children
own smartphones, their attention becomes distracted and they become vulnerable to vices
executed by online criminals. It is within this backdrop that the essay argues the two sides
concerning whether children should own smartphones.
Impacts Associated with Access to Smartphones by Children
Positive Impacts
Some of the benefits that proponents advance regarding the fact that children should own
smartphones include convenience and timely response to situations that require emergency
feedback. The proponents claim that some emergencies have received due attention just because
children had smartphones which they used to contact their parents or caregivers. Issues such as
kidnap and other emergencies can occur when parents are away from home or school, thus
necessitating the need to have a gadget that can quickly convey the message to them. Moreover,
at times adult family members may not be in a position to access help an in such scenarios
children can use smartphones to call for help and save losses that could occasion in absence of
SHOULD CHILDREN USE SMARTPHONES
3
access to the gadgets. Radesky, Schumacher, and Zuckerman (2015) allude that several cases of
kidnap and household accidents have received timely solution courtesy of children who had
access to smartphones. The assertion makes it imperative for children to own smartphones.
Another argument that justifies the importance of smartphones among children is the
benefit of educative content accessed through the gadgets. Apparently, the amount of
information that the children could obtain from the online platforms availed by smartphones is
numerous. Therefore, with its right use, children can do their revisions and studies and augment
their performance using the smartphones. Instead of spending money purchasing books that
cover space and are discouraging to read, a caregiver can just purchase smartphones and limit its
internet access to sites that have educative contents. By managing access to the internet and
ensuring that the sites available for the children are those that educate them, a caregiver helps
them improve their education at the comfort of the rooms and in a convenient manner.
Negative Impacts
The negative impacts presented by those who oppose the idea that children should own
smartphones include increased vulnerability to online crimes, distracted attention, as well as
increased chances of engaging in unethical behaviors. According to researchers such as Palmer
(2015) when children own smartphones, they can easily become subjects of online criminals who
mislead them in to engage in unethical acts. Moreover, the criminals can coerce the children and
con them by acquiring details of smart cards, and credit cards of their caregivers. Several stories
of families conned by online criminals who illegally acquire their private details through their
children. Remarkably the ease enjoyed by online criminals when conning children occasions
from the naivety that they demonstrate especially on issues associated with fraudsters. Besides
increasing the rate of vulnerability to online criminals, smartphones also distracts that attention
SHOULD CHILDREN USE SMARTPHONES
4
of the children. Instead of spending time doing meaningful activities such as reading or
accomplishing household chores, children can indulge in endless games or chat with friends. As
such, children can slowly become addicts of the games or interactive platforms, a factor that
greatly affects their performance in school and at home.
While some scholars argue that the use of smartphones can be manageable, it is
fundamental to explicate the fact that their management among children is challenging and
difficult. Research undertaken by Mascheroni and Ólafsson (2016) found out that children who
had unlimited access to smartphones registered a drop in their performance as compared to those
who had controlled access to the gadgets. Another disadvantage associated with access to
smartphones by children is an increased tendency to engage in unethical acts. Notably, when
parents give their children unlimited access to smartphones, the children can log into sites
designed for adults. After watching the explicit content in the sites, the children may decide to
practice them among themselves, something that gradually introduces them to unethical vices
common among some individuals in the modern societies. A number of cases linked to drug
abuse and eventual addiction owe their origins to unlimited access to explicit content in online
platforms at tender ages. It is momentous to explain that even if few children come across the
content, they can share it with their friends and the issue progresses to become a challenge to the
caregivers.
Conclusion
In as much as smartphones have challenges which characterize its unlimited access,
controlling their use of among children is important. Instead of denying children the opportunity
to have a Smartphone, parents can limit their access so that the negative effects become minimal.
Apparently, the benefits associated with Smartphone ownership among children outweigh the
SHOULD CHILDREN USE SMARTPHONES
negative impacts. Therefore, access to Smartphone by children should be limited so that the
caregivers maximize benefits are and minimize the demerits.
References
5
SHOULD CHILDREN USE SMARTPHONES
Mascheroni, G., & Ólafsson, K. (2016). The mobile Internet: Access, use, opportunities and
divides among European children. New media & society, 18(8), 1657-1679.
Palmer, S. (2015). Toxic childhood: How the modern world is damaging our children and
what we can do about it. Orion.
Radesky, J., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by
young children: the good, the bad, and the unknown. Pediatrics, 135(1), 1-3.
6
Grading Scale
Grades
Course Grade
Quality Points
A (90-100)
Excellent
A = 4.0
B (80-89)
Above Average
B = 3.0
C (70-79)
Average
C = 2.0
D (60-69)
Below Average
D = 1.0
F (below 60)
Failure
F = 0.0
I
Incomplete
Not Computed
W
Withdraw
Not Computed
Attendance Policy
For a specific listing of participation and substantive interaction requirements, please refer to the
University Catalog; Section 2.5 Participation and Substantive Interaction
Additionally, course acceleration is not permitted. Submitting work prior to its due date (accelerating) and
going inactive for 14 calendar days is still lack of interaction in the course and a withdrawal will be
initiated. Appeals to be reinstated are not permitted unless a systems error was made.
Bulk assignment submissions after long periods of inactivity are ill-advised, because an administrative
withdrawal may be initiated for lack of interaction in the course. Students are expected to abide by the
participation and substantive interaction requirements according to the criteria outlined in each course
syllabus. Students who do not turn in an assignment and/or substantively interact for a 14 consecutive
calendar-day period will be administratively withdrawn for lack of participation/substantive interaction,
resulting in a grade of W recorded on the student’s academic transcript. Although a 14 consecutive
calendar-day period of inactivity will result in an administrative withdrawal, a faculty member may
withdraw a student earlier than that if the student’s participation or lack thereof merits a withdrawal.
This course operates on a course week of Wednesday (Day 1) through Tuesday (Day 7) for 8 weeks.
Note: The University’s Participation and Substantive Interaction policy overrules any faculty late
policies
Student Rights and Responsibilities
In accordance with our mission to provide relevant degree programs, students are always asked to use
in-course materials coupled with relevant outside current and reliable materials (online books, magazines,
newspapers, journals, Web sites, media reports) and personal/professional experiences to fulfill their
requirements in discussion forums and written assignments when appropriate
Please refer to the University Catalog for critical policies such as FERPA, ADA, attendance, and other
student rights and responsibilities.
Universal Late Policy
Students prevented from submitting the work required for an assignment by the due date specified may,
at the discretion of the instructor, be allowed to submit the assignment at a later date without penalty. The
instructor’s permission should be requested prior to the due date specified for the assignment in question.
Students submitting work for course assignments after the due date specified in the course schedule,
within the LMS, are subject to penalties up to but not exceeding 5% of the points possible for the
assignment in question per day (i.e. for each day passing between the due date and the date the
submission is posted to the assignment within the LMS) at the discretion of the instructor of record for the
course in question. For example, submissions posted after the due date, but within 24 hours of the date
the assignment is due, may be penalized by up to 5% of the potential value of the assignment;
submissions posted between 24 and 48 hours after the due date may be penalized by up to 10%, etc.
This policy does not supersede the University’s existing Incomplete or Substantive Interaction policy. A
student has only until the last day of the course to submit work required for the course in question unless
he/she has previously requested and has been granted an extension of the time allowed to complete the
course and temporary grade of incomplete by the instructor.
Academic Disciplinary Policy
Effective learning, teaching and research–all depend on the ability of members in an academic
community to trust one another and to trust the integrity of the work that is submitted in courses for
academic credit. When such an atmosphere of mutual trust exists, the free exchange of ideas is fostered,
and all members of the community are able to work toward achieving their highest potential. In all
academic work, it is important that the ideas and contributions of others be appropriately acknowledged,
and that work presented as original, is in fact–original. Ensuring the honesty and fairness of the
intellectual environment at Grantham University is a responsibility shared by faculty, students, and
administrative staff.
Higher education tradition and professional excellence demand that truth be valued in all of our
interactions. Grantham University believes that every person s education represents his/her own
intellectual efforts. Students are expected to adhere to the highest standards of behavior, and the vast
majority of Grantham University students do so.
Thus, no intellectual community can maintain its integrity or be faithful to its members if violations of its
central purpose are tolerated. Any student who engages in the following behaviors of academic
dishonesty will be subject to disciplinary action upon the first infraction that can range in consequences
from a) censure or failure of the assignment/course to b) more serious consequences of suspension or
dismissal of the student from one or more courses to c) the most severe consequence that may affect the
student s entire program of study at the University. Violation of the Code of Conduct will be noted in the
permanent student record and may, where applicable, be disclosed to the appropriate external
authorities.
For a specific listing of violations, please refer to the University Catalog; Section 5.10 Code of
Conduct
CONCERN
EMAIL ADDRESS
PHONE NUMBER
Information About the University
admissions@grantham.edu
(800) 955-2527
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admissions@grantham.edu
(800) 955-2527 ext. 4801
Re-enrollment Concerns
registrations@grantham.edu
(800) 955-2527 ext. 4442
Faculty Concerns
(800) 955-2527 ext.
Dean of Arts and Sciences
tfreestone@grantham.edu
4452
Dean of Business
nbuckley@grantham.edu
4432
Dean of the Engineering and
Computer Science
nmiller@grantham.edu
4217
Dean of Nursing & Allied Health
dbasara@grantham.edu
4783
Dean of Curriculum
Development
jshreckengost@grantham.edu
4693
Academic Appeals and
Concerns
GLife > Home Tab > Submit
Academic Appeal
N/A
Student Accounts
accounting@grantham.edu
(800) 955-2527 ext. 4128
Non-Academic After-Hours and
Weekend Support
N/A
(800) 955-2527 ext. 4600
Compliance (ADA, FERPA)
compliance@grantham.edu
(800) 955-2527 ext. 4195
VA Education Benefits
State Vocational Rehabilitation
veteranservices@grantham.edu
(800) 955-2527 ext. 4255
Title IX (sexual discrimination)
TitleIX@grantham.edu
N/A
Ombudsman
Ombudsman@grantham.edu
N/A

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