Animal Behavior (Biology) Essay Example | Topics and Well Written Essays - 1500 words

Animal Behavior (Biology) - Essay Example sneaking behaviors are relevant due to the fact since females are the restraining sex, and females invest more in offspring than males, males tend to be competing for females. (Roche 2006) This proves to be a significant evolutionary requirement and is especially t evolutionary requirement and is especially relevant when taking evolution and sneaking behaviors into account. Given the evolutionary requirements and the success of sneaking behavior in the context of reproducing and the ability to do so it becomes obvious why the Haplochromis burtonii who succeed at this mating form of natural selection will prevail and evolve. In order for evolution to succeed natural selection is first required to be a success. My hypothesis as to why the sneaking strategy is favored in certain circumstances is that it succeeds evolutionary because f a disparity in the population of females. If the population of males is more than can be supported by the population in order to survive they can do so by being a sneaker. This is beneficial to the sneaker male because by impersonating a female he is able to a nest in a manner that does not require fighting and his chances of injury is reduced or eliminated. I also think that inclusive fitness may be beneficial to the survival and imminent evolution of the male. ... This premise means that as a minimum a number of this variation must be heritable. By that it is meant that a genetic basis of behavior must be present. This is because a basis for both successful natural selection and evolution behavior must affect the ability of an animal to survive and reproduce. By making reference to inclusive fitness it is meant that the male may have a better chance to reproduce if favored by the females in this respect. However it is important to observe altruism is not a high priority behavior within Haplochromis burtonii populations. However it can exist in regard to inclusive fitness behaviors and by practicing sneaking behavior the sneaker male has a better chance of benefiting from inclusive fitness from the females. Roche explains that "Inclusive fitness can be estimated using a coefficient of relatedness, which estimates the chances that two related individuals both have a given allele (alternately: the proportion of genes that are identical in two individuals because of relatedness)." (2006) I hypothesize that by participating in sneaker behavior the Haplochromis burtonii literally doubles chances of either reproducing or surviving until they are able to do so. 1) c) How could you test this empirically What predictions do you make if the hypothesis is true To test this hypothesis empirically would prove to be a challenge. The reason for that is the challenge of tracking the specific Haplochromis burtonii would be difficult and specific subjects would be impossible to distinguish during many parts of the observation. There is no way to mark the subjects. However the behavior of the Haplochromis burtonii can be observed. It is during the course of these observations that

Characteristic and performance of the video game Industry Essay Example for Free

Characteristic and performance of the video game Industry Essay A detailed analysis of the video games industry, the relationship between the console, the developer and the gamer and the case studies of Nintendo, Sony and Microsoft has conclusively proved the hypothesis that a symbiotic relationship exists in the video games industry between the console, developer and the consumer which impacts on the overall growth and performance of the business and will also have an effect on future trends. A survey of data analysis will reveal that there are excellent prospects for growth of the console video gaming industry despite threats from other areas of the same business such as online and mobile gaming. The details of the research outcome and the salient conclusions and recommendations are as per succeeding paragraphs. The overall growth of video and computer games world wide is likely to grow from $ 27,000 million to approximately $ 54, 000 million or double during a period of three years from 2005 to 2008. The console video games industry is set to grow from $ 15,000 million in 2005 to over $ 20, 000 million in 2008. This is a growth of over 30 percent which is likely to surpass the growth in all other segments of entertainment. This growth is driven by the popularity of console games in general as well as certain technological factors such as development of online console gaming facilitated by upgraded consoles and broadband connections which can facilitate easy transfer of images and videos. Apart from this economic factor, there are other profound changes which will come about in society as predicted by Doug Lowenstein who has indicated that it would transform the total social and cultural thinking in the years ahead. (Conference, 2000). The numerous voices raised against the growth of video games and their influence on children in America has decried the growth of this industry. Such protests and developments will certainly affect the growth of the video industry and it is likely to create more benign games in the future. Of greater concern to social scientists is the inculcation of hyper competition and deviant sexual values in children due to games. (Squire, 2002). This issue is likely to place pressure on the gaming industry to ensure that it follows the norms set by bodies such as the industry content regulator, Entertainment Software Rating Board (ESRB) in America. Another important facet is content creation and retailing online. This mode will develop at much faster pace than at present. This will enable greater participation of gamers and will consolidate the existing relationship between the console, the developer and the gamer. Technology as the MMOG will further boost the growth of the industry as well as the relationship between the stake holders in its growth. Relationship between console, developer and consumer The research has conclusively established a positive relationship between console, developer and consumer. Video gaming is a highly interactive process in that there has been a total shift in the relationship between the producer of goods, the developers of content and those who are partaking off that content, the gamers. This relationship has become of mutual support rather than of give and take. The mediums used for such an interaction have been consciously developed in some cases as Nintendo which started with a special magazine and has now come up with various other actions to support the developer as well as the consumer in providing the company effective inputs for development of games. A similar trend has been observed in the case of Sony and Microsoft. The growth of the internet has further added to the impetus and this will be supplemented by on line gaming which is providing gamers an opportunity to respond actively to their entertainment requirements. The response of all companies has been active in fostering this relationship. The other aspect is the active involvement of console and developers. While all major console producers have in house developers, they are including the information technology behemoth; Microsoft actively seeking the assistance from external developers. Companies have fostered special programs as Game Play Counselors and Digipen to cultivate the loyalty of the developer community along with community participation program called as NSider forum by Nintendo.

Equity and social justice in the teaching and learning of mathematics

Equity and social justice in the teaching and learning of mathematics Equity and Social Justice in the teaching and learning of Mathematics Equity and Social justice are important issues in Mathematics teaching. This essay explores the relevance of how Mathematics Education may be a necessary factor in determining the social justice of a childs upbringing, and consider how equity can be used to ensure an education that is fair in its opportunities for all children to achieve progression in their learning. Social Justice in Mathematics Education Watson has confidence that all children are capable of learning ‘significant Mathematics given appropriate teaching. She believes that there is a ‘moral imperative that children are educated well in Mathematics in order to ‘realise the full potential of the human mind and that there is empowerment when a child realises that they can enjoy learning Mathematics.It is a matter of ‘social justice to teach Mathematics to all children as their achievement in the subject is judged throughout their life and can participate in determing future prospects. Grades achieved in Mathematics can affect future studies and career paths. For example, to enter university, usually a minimum of grade C GCSE Maths is required, and this requirement varies depending on the course. In Mathematics, setting is used to group pupils according to their ability and students are entered in for an exam tier depending on what set they are placed in, which determines the maximum grade they can achieve. Usually in secondary schools, the sets are formed in year 7 or in year 9 after SATs and these sets rarely change and so even if individuals make progress over the years before sitting the GCSE paper in year 11, it does not make a difference as the maximum grade that they can achieve will not reflect their capability. Only a maximum of grade D can be attained in the lower sets.(Day, p. 165) As a result, children in these sets will not be able to go to university, may not get into a particular course or will have to take their GCSE Mathematics again at a later stage, rendering their first grade D useless. This seems unfair for the lower setted students, whose full potential may not have been realised and who surely deserve the chance to achieve a higher grade if they are abl e to progress over the year. Every Child Matters A UK government initiative programme called ‘Every Child Matters has the aim of helping ‘every child, whatever their background or circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being.The idea behind this scheme is that all institutions that affect a childs life work together to create a stable and supportive environment for their development educationally and socially. The education institutions aim to help a child achieve mathematical learning but also try to develop mathematical learning and thinking on a wider level, supporting all areas of life.(website 2) The question to be asked is if setting in mathematics classes really contributes towards that aim or, more likely, hinders it? Setting by ability Mathematics teaching is in two forms; mixed ability teaching, where all students learn together, or setted classes, where students are split into groups in terms of ability level. Higher sets are taught more advanced Mathematical concepts, topics and skills as they are thought to have the potential and basic knowledge to understand it. The lower sets are taught more basic Mathematics and at a slower pace to allow them enough time and practice to learn and understand and so their learning and depth of Mathematics is restricted. Students are entered for a GCSE Mathematics exam paper appropriate to their level, depending on what set they are in. However, lower sets can only achieve grades D-G which are not usually accepted as being high enough to enable the student to study further and may prevent them from studying a particular course. In this way, the GCSE examination itself is split into tiers, with only the higher sets being allowed to attain ‘good passes of grades A*-C.(Archer, Hutchings and Ross, 2003, p. 139) There are many questions concerning the fairness of such an arrangement. As students in lower sets would not have covered the content that would be examined in the higher tier, it is not appropriate to enter them for the higher or intermediate tier. Therefore, as a result of mathematics setting, ‘those in lower sets are less likely to be entered for higher tiers, consequently harming their future study and job opportunities. Also, some children have an advanced grasp of Mathematics due to an advantaged background, parents help or private tuition. This could mean that setting is unfair as it is biased towards early developing children or those who have been given extra help outside of the classroom. My experience In secondary school, even after attaining Level 7 in year 9 SATs, I was put in set 2 as set 1 was full. This meant that I was entered for the GCSE Mathematics intermediate tier which only allowed me to gain a maximum of grade B. After scoring over 95% in two of the module exams and discussions between my parents and teacher, I was allowed to move into set 1 as my achievement was higher than those who were already in set 1 so it was unfair to restrict me from sitting the higher paper and having the chance of getting an A. As the higher set moves at a faster pace as it has a bigger syllabus to cover, I had to spend 3 months catching up on work that I had missed. In the end, I ended up with an A* in GCSE Mathematics and studied a degree in Maths. This proves that higher achievement is possible, if given the opportunity. Advantages of setting by ability The ex-Prime Minister, Tony Blair, agreed with setting children by ability. He states: ‘The modernisation of the comprehensive principle requires that all pupils are encouraged to progress as far and as fast as they are able and that ‘Grouping children by ability can be an important way of making that happen. The main advantage of separate ability grouping is that all students get the chance to learn at a pace suitable for them and they are not distracted from students of a different ability level with different educational needs. With setting, students are only given the work that they are capable of completing otherwise it could harm the childs confidence and self-esteem levels, resulting in dissatisfaction and frustration for both pupils and teachers, class disruption and lower attendance levels. Alternatively, people argue that mixed ability groups are more productive for all students. Evidence from research suggests, ‘all pupils gained socially from working in wide ability groups because, ‘such groupings allowed pupils from a wide variety of backgrounds, as well as abilities, to work together, strengthening social cohesion. Disadvantages of setting by ability There is a big question of authority about who can decide on appropriate setting in the first place, and how? In schools, the setting system is supposed to be purely based on ability level. However, in reality, streaming could be decided upon for other reasons. For example, two areas of prejudice encountered can be social class and ethnic dimensions.Bartlett, Burton and Peim point out that often ‘lower class pupils were deemed to have a lower intellectual ability than middle class peers purely due to unrelated social issues such as accent or parents jobs.Sukhnandan and Lee (1998) comment on the fact that lower-ability sets consist of a high number children from low social-class backgrounds, ethnic minorities, boys and children born in the summer, who are at a younger age for their school year. (website 1) Harlens study (1997) suggested that ‘teachers with substantial experience of teaching mixed ability groups frequently used whole class methods inappropriate to mixed ability groupings and that teachers retained largely fixed views of ability and intelligence.(Capel and Leask, 2005, p. 155) A clear disadvantage of setting is that children can be stuck in one set for years and are then branded as holding a set ability for the rest of their education. (Ollerton, 2002, p. 264) Setting prevents children from mixing with other ability levels in the classroom environment, giving them an unrealistic expectation of future life and general working environments. The problem of self-esteem is an issue for the lower setted pupils, who feel dejected that they are perceived as having weaker ability. Self-esteem is also an issue for higher setted pupils, who can be ‘developmentally damaged in a different way by their high set ‘over inflating their self-esteem. Sukhnandan and Lee believe that setting in this way causes ‘social divisions. (website 1) Self-esteem is essentially important for children in learning Mathematics. If a child has lowered self-esteem they could convince themselves that they are not bright enough to understand and so underachieve due to their negative attitude. Equally, high self-esteem in Mathematics can make a child overly-relaxed and over confident causing them to slack. Research has shown that setting pupils has ‘a direct impact on the pupils perceived mathematical competenceand children can be affected psychologically about what they can or cannot do and learn. A student who is setted is ‘branded and this branding can affect the students perception of themselves and others peoples perceptions and judgement of them. Gender Issues Boaler points out that setting children by ability can cause anxiety about exam performance among the more able pupils and underperformance, in particular, from girls. (Boaler, 1997) Boaler suggests this underperformance is due to crumbling under the pressure which affects girls more than boys because girls have ‘a tendency to lack confidence.Ollerton supports this idea that setting by ability ‘creates the conditions for under-achievement, a view also believed by Boaler and William (2001). Another issue of children being streamed based on their achievements and not on their potential means that ‘underperforming, very able pupils and pupils who are hardworking and perform well on tests can easily be placed in the same achievement group.Indeed, an able pupil who is underachieving would be placed in a lower set than their ability should demand, whereas a lower ability pupil who has the ability for performing well under pressure in exams could be placed in a higher set than their natural ability would normally allow. In a similar way, behaviour could also cause unfairness in setting as boys often mess around in the classroom but perform well in exams. They could be placed in a lower set due to their bad behaviour and lack of attention, but their ability in Maths could be worthy of a higher set. Research shows, for boys in particular, that ‘the set they were in reflected their behaviour more than their ability.Girls tend to do better in communicative tasks and enjoy writing more than boys who ‘often dont enjoy â€Å"writing up† courseworkand research conducted has shown that girls tend to do better in coursework compared to exams whereas boys do not do well in coursework but perform well in exams. Modularisation in Mixed Ability Teaching The main concern in a mixed ability class is for the teacher to decide what to teach and how to teach to a wide spread of abilities, which is still a concern in a setted class. Sukhnandan and Lee (1998) comment that a modular approach would benefit a mixed ability class. They suggest that schools should try to teach pupils in relation to their individual needs rather than streaming by general ability, with equity in teaching more easily achieved ‘through greater modularisation of the curriculum, an increased emphasis on independent learning and improved library and information technology resources. It seems that ‘what goes on in the classroom and ‘the teaching strategies used, is likely to have more impact on achievement than how pupils are grouped A teachers goal is to encourage progression of learning Mathematics in the classroom for all students. In order to achieve this, Ollerton suggests that this modular approach to teaching Mathematics creates the feeling of having a fresh start to every section of learning, therefore, helping self-esteem as everyone can ‘embark upon a journey to learn, say trigonometry. This progressive idea challenges the view of the hierarchical structure of mathematical learning, (Ollerton, 2002, p. 266) where everyone can start at the same level. Differentiating Teaching Content Tomlinson comments on the importance of differentiating the content of a Mathematics lesson in a mixed ability classroom. She points out that this includes adapting ‘what we teach and modifying ‘how we give students access to what we want them to learn.Giving different ability level students different tasks appropriate to their ability is differentiating what they are learning. Tomlinson explains that giving students, of higher ability, time to read part of a text on their own while taking time to go through the text with the lower ability pupils separately differentiates their access to learning as they are learning the same thing in different ways, appropriate to their ability level. (Tomlinson, 1995, p. 72) It appears that Mathematics would benefit from an approach that considers differentiation in what is taught rather than how it is taught. Some Mathematical concepts would be too difficult for some children to understand, so the teacher must differentiate between the content suitable for the weaker students from stronger students. For example, ‘trigonometry is only introduced to students in higher groups (Boaler, p. 7)   Equal Rights and Equity in Mathematics Education In the context of teaching, the issue of equity is often confused with equality. According to Zevenbergen, ‘equity refers to the unequal treatment of students in order to produce more equal outcomes. This contrasts equality which means ‘the equal treatment of students with the potential of unequal outcomes . For example, students who have disadvantaged backgrounds could be offered extra help to catch up with their advantaged peers in order to hopefully achieve ‘parity in the outcome for all students. The alternative method of equality would mean that all students are given equal treatment and the same opportunities to succeed. However, some students would take more advantage of the opportunities and the results may be more unequal than with an equity programme. Equity programmes are ‘designed to be more proactive and seek to redress differences in prior experiences , whereas equality programmes are more conservative in their approach and acknowledge that some students will achieve more than others. If children are taught in a way that meets their individual needs then justice in education, a prime aim of Every Child Matters, can be achieved. English as a Foreign Language Language competency is an issue for students who speak English as a second language, causing them to underachieve in Mathematics. In order to read text books and understand verbal instructions, students must work within the language of instruction. Educational progress is enhanced depending on whether a students first language is that of their instruction or not.   (Zevenbergen, 2001, p. 15) Mathematics has many words particular to the subject, for example, ‘integral, differentiate, matrix, volume and mass. This can be confusing for non-native English students, as they have to learn new meanings in the context of Mathematics.   (Zevenbergen, 2001, p. 16) The same word can be interpreted in different ways by non-native English students, causing misunderstandings which affects learning. Teachers may find that this lack of language background can make a Maths class very difficult to teach. For example, the words ‘times normally is related to the time on a clock, not to multiplication; the words ‘hole and ‘whole sound the same but have different meanings, in maths meaning a whole number. (Gates, p. 44) Students with language issues may work more slowly or misunderstand questions and hence, be setted at a lower level in Maths, which is clearly unfair. Special Educational Needs (SEN) Children with special educational needs require different teaching methods. Learning disabilities which need to be considered in the maths classroom include dyscalculia, where the child cannot grasp the meaning of number, poor numeracy skills, problems such as Aspergers syndrome and autism, or physical disabilities and sensory impairments. (Cowan, 2006, p. 202-203) For these students, the teacher needs to be aware of using simple and precise instructive language, a clear method of presentation, modified content of difficulty and work structured with reduced quantity. (Cowan, 2006, p. 203) How Equity can mean Social Justice for all Learners It is clear that ‘the tiering of mathematics papers is likely to have an important impact on student development and pupils often ‘make more progress if taught in a higher set rather than a lower set . This means that in mathematics teaching, the same topic should be addressed in a mixed class and tasks can be organised according to needs level. The National Numeracy Strategy (NNS) advises planning a lesson using three stages: pre-active phase, where necessary prior knowledge is identified and presentation planned; interactive phase, where teaching takes place and tasks are worked through, including a plenary at the end summarising the lesson and the evaluative phase, where the teacher reflects on the lesson and on learning successes or difficulties. (Cowan, 2006, p. 59) By following a structured lesson plan, ‘using a range of tasks comprising different levels of difficulty but addressing the same topic or theme within the one class, (Cowan, 2006, p. 212), equity can be achieved for all students of different ability level. In this way social justice is maintained for all students in mathematics teaching and learning. Conclusion The governments Every Child Matters initiative supports the view that equal rights for all children means equal opportunities for all children. It seems that in order to achieve this kind of social justice, every child needs to be given the chance to take an examination paper that allows them to achieve an A grade. In doing this, each child will have an opportunity to go on to further study should their ability and interests allow. Setting by ability not only makes this difficult, but actually increases problems in the classroom, such as damaged self-esteem and under-achievement and can even encourage some prejudice regarding race and class. Setted classes are not necessarily easier for teachers to teach either, as they will still need to differentiate content for different class members. It therefore seems that a strong lesson structure incorporating modularisation and appropriate differentiation in teaching content will provide a more effective environment in which equity can be us ed to maintain social justice in the teaching of Mathematics to children in a mixed ability classroom.

Tennessee Williams The Glass Menagerie :: Free Essay Writer

Tennessee William's The Glass Menagerie Reality is merely an illusion, albeit a very persistent one. -- Albert Einstein. The most important theme in The Glass Menagerie is the difficulty people have in accepting and relating to reality. As a result of their inability to overcome this difficulty, the characters withdraw into a private world of illusion to find the comfort they can’t find in real life. Out of the three Wingfield family members, Laura probably is the one living furthest away from reality. There are several symbols in the play that represent that in some way. Her glass collection that she carefully takes care of, is the imaginary world she lives in to escape the real live where she doesn’t finish high school, fails typing class, and doesn’t have any â€Å"gentlemen callers† like her mother expects her to. Another symbol for Laura’s personality is â€Å"Blue Roses†, the nickname Jim gives her in high school. Blue roses are, although beautiful, not real and can’t be found in nature, what refers to Laura’s uniqueness but also to her very own, special beauty that lies beyond her differentness and inability to live in reality. Overall, Laura is a very important character, because the whole story is basically about her (Tom tells us) and she also is the one who is most concerned with the play’s theme of withdrawing fr om reality. At first sight Tom seems to be the only one in the Wingfield family who is capable of functioning in the real world, interacting with strangers, and holding down a job to finance his mother and sister. But he also, withdraws into his illusions to abscond the never-ending conflicts with his mother and his frustration about his monotone, meaningless life. During the play, Tom often mentions â€Å"the movies† he’s going to all the time, which represent his attempt to escape all this and to give him the illusion of adventure. The same goes for the fire escape to where Tom often withdraws whenever the â€Å"fire† of conflict and arguing with Amanda gets to hot. Tom's attitude toward his sister puzzles the reader, since even though he clearly cares for her, he is frequently indifferent and even cruel. Not once in the play does he behave kindly or lovingly toward Laura, not even when he knocks down her glass menagerie. Laura on the other side is the only character who, despite the selfishness that characterizes the Wingfield family, never does anything to hurt anyone else.

Analysis of Art for the Heart Sake

Ace in the Hole Book Review by:Alexandre Meirelles Original Author: John Updike Summary rating: 4 stars (7 Ratings) Visits : 1411 words:600 More About : john updike â€Å"ase in the hole† Ace Anderson is a former star high school basketball player. As the story opens, he is driving home after being fired. Fearing the wrath of Evey, his wife, he finds some consolation in listening to â€Å"Blueberry Hill† on the car radio, while he sucks powerfully on a cigarette. Reverting to adolescence, Ace challenges the teenager in the fat car in the next lane, emerging triumphant when his opponent’s vehicle stalls.He then decides to stop at his mother’s house to pick up Bonnie, the baby. His mother offers him the consolation that he was probably seeking by welcoming his dismissal from a job that had no future. She also states that he and Bonnie are welcome in her house if Evey is too angry. Evey, she suggests, is a wonderful girl, but she is a Catholic and should have married one of her own kind. When Ace declines his mother’s offer, she changes the subject by informing him that his name is in the newspaper. Ace, remembering a former coach’s advice about avoiding cars when you can make it on foot, sets out for home at a gallop, with Bonnie in his arms.At home, he indulges in the ritual of combing his hair in an attempt to get the look of Alan Ladd, the popular film star. Worried about Evey’s impending arrival, he turns on the television, opens a beer, and finds the newspaper article, which states that a current basketball player has come within eighteen points of the county scoring record set by Olinger High’s Fred Anderson in the 1949-1950 season. Ace is angered at being referred to as Fred, however, and the article only increases the tightness in his stomach, which is similar to the pregame jitters of high school days.When Evey arrives, Ace feigns nonchalance, but she has already heard about the loss of the job from his mother. Ace sees that Evey is in a sarcastic mood (â€Å"thinking she was Lauren Bacall,† he observes to himself—again, the unreal world of films, television, and popular music provides his frame of reference), and an argument is inevitable. She states that she is fed up with his stunts. She is ready to let him run right out of her life. He ought to be making his plans for the future immediately.Ace attempts to divert Evey’s anger by turning on the charm and turning up the volume of the radio, which is playing romantic music. The mood of the moment seduces Evey into her husband’s arms. As they dance, Ace seems to return to greatness. He imagines his high school friends forming a circle around them; in this fantasy world, he is once more the center of attention. Published: August 26, 2007 Please Rate this Review : 12345 Write your own Comment More About : john updike â€Å"ase in the hole† Source: http://www. shvoong. com/books/novel-novella/16 56728-ace-hole/#ixzz2Qxd5tydO

Cellphone Addiction

Cell Phones In many ways, cell phones are addictive. The gadgets are an integral part of many people’s days. Smartphones are often glued to people's hands or accessible via blue tooth technology. Negative effects of cell phone addiction include isolation and unbalanced priorities. There are effective solutions for treating the addiction, once you identify the symptoms. Symptoms of Cell Phone Addiction Take a step back and ask yourself how important your cell phone is to your day.If your phone use reduces the quality of your life, you may have an addiction. Perhaps you carry the gadget around with you even when you do not leave home; you look at the screen as you walk and constantly check it for missed calls. Another symptom is you feel the need to have the device with you at the dinner table and look at apps rather than talking to family members over meals. Is your cell phone constantly in your hand or within your line of vision? You obsess over the item; your obsession is a c ell phone addiction.Look at your phone bill. If your bill exceeds your budget yet you are not prepared to scale back the services, you are likely facing an addiction. Another factor to consider is whether the gadget is getting in the way of your social life. Perhaps you cancel lunches with friends in favor of staying home to keep up with social networks via your mobile. When the device gets in the way of your real life events in a negative way, you likely have a cell phone addiction. Causes There are many causes of the addiction.The cell phone may be just one part of a larger addiction to technology in general. After all, many smartphones are equipped with apps to play games, browse the internet, and send emails. Online social media networks are growing rapidly. There are several, with the big players including Facebook, Twitter, and Pinterest. Your friends and family members are joining networks too. You often â€Å"talk† to one another on the networks as your schedules keep you too busy to meet face to face.If you have made new online friends through the networks, your cell phone provides a way to connect with these people when they live in other cities and even in other countries. You trade media links, such as articles and photos. The interaction is fun and you begin to spend more time daily on your mobile device. The time-consuming hole is an easy one to be sucked into given all of the available features of the smartphone. http://christywrites. hubpages. com/hub/cell-phone-addiction-the-symptoms-and-methods-of-treatment