Effects_of_Too_Much_Exposure_to_Computer

DEDICATION I would like to dedicate this Term Paper to God, to my co-students and to my friends in CSPC. There is no doubt in my mind that without their continued support and counsel I could not have completed this process. ACKNOWLEDGEMENT I am heartily thankful to our teacher Mrs. Alice Sañado-Almazan, whose encouragement, guidance and support from the initial to the final level enabled me to develop an understanding of the subject. Lastly, I offer my regards and blessings to all of those who supported me in any respect during the completion of the project. Group VI. Abstract Name of Institution: Camarines Sur Polytechnic Colleges Address: San Miguel, Nabua, Camarines Sur Title: Effects of Too Much Exposure to Computer Date Started: Date Completed: CHAPTER I THE PROBLEM INTRODUCTION Prehistoric man did not have the Internet, but it appears that he needed a way to count and make calculations. The limitations of the human body’s ten fingers and ten toes apparently caused early man to construct a tool to help with those calculations. Scientists now know that humankind invented an early form of computers. Their clue was a bone carved with prime numbers found in 8,500 BC. The abacus was the next leap forward in computing between 1000 BC and 500 BD. This apparatus used a series of moveable beads or rocks. The positions changed to enter a number and again to perform mathematical operations. Leonardo DaVinci was credited with the invention of the world’s first mechanical calculator in 1500. In 1642, Blaise Pascal’s adding machine upstaged DaVinci’s marvel and moved computing forward again. In 19th century England, Charles Babbage, a mathematician, proposed the construction of a machine that he called the Babbage Difference Engine. It would not only calculate numbers, it would also be capable of printing mathematical tables. The Computer History Museum in Mountain View, CA (near San Diego) built a working replica from the original drawings. Visitors can see in the device in operation there. Unable to construct the actual device, he earned quite a few detractors among England’s literate citizens. However, Babbage made a place for himself in history as the father of computing. Not satisfied with the machines limitations, he drafted plans for the Babbage Analytical Engine. He intended for this computing device to use punch cards as the control mechanism for calculations. This feature would make it possible for his computer to use previously performed calculations in new ones. Babbage’s idea caught the attention of Ada Byron Lovelace who had an undying passion for math. She also saw possibilities that the Analytical Machine could produce graphics and music. She helped Babbage move his project from idea to reality by documenting how the device would calculate Bernoulli numbers. She later received recognition for writing the world’s first computer program. The United States Department of Defense named a computer language in her honor in 1979. The computers that followed built on each previous success and improved it. In 1943, the first programmable computer Turing COLOSSUS appeared. It was pressed into service to decipher World War II coded messages from Germany. ENIAC, the brain, was the first electronic computer, in 1946. In 1951, the U.S. Census Bureau became the first government agency to buy a computer, UNIVAC . The Apple expanded the use of computers to consumers in 1977. The IBM PC for consumers followed closely in 1981, although IBM mainframes were in use by government and corporations. • 8,500 BC Bone carved with prime numbers found • 1000 BC to 500 BC Abacus invented • 1642 Blaise Pascal’s invented adding machine, France • 1822 Charles Babbage drafted Babbage Difference Engine, England • 1835 Babbage Analytical Engine proposed, England • 1843 Ada Byron Lovelace computer program to calculate Bernoulli numbers, England • 1943 Turing COLOSSUS the first programmable computer, England • 1946 ENIAC first electronic computer, U.S.A. • 1951 UNIVAC first computer used by U.S. government, U.S.A. • 1969 ARPANET Department of Defense lays groundwork for Internet, U.S.A. • 1968 Gordon Moore and Robert Noyce found in Intel, U.S.A. • 1977 Apple computers for consumers sold, U.S.A. • 1981 IBM personal computers sold, U.S.A. • 1991 World Wide Web consumer Internet access, CERN, Tim Berners-Lee Switzerland/France • 2000 Y 2K Bug programming errors discovered • Current Technologies include word processing, games, email, maps, and streaming The development of network technology and increases in processing capabilities for microcomputers made consumer Internet use possible by 1991. The computer evolution since then continues. New uses emerge every year. Computers are ubiquitous. As computers have become less expensive they have been purchased by more and more families for their homes. Because of this, many children begin to use computers at an early age. Even if computers are not available in their home, children almost certainly will begin to come into contact with computers in school. Some adults are amazed by how readily young children use computers. Many children find that using computers gives them a sense of power and accomplishment. And, unlike many adults whose first or primary contact with computers is work related, most children first use computers for entertainment purposes and games. This is by no means the only use that children have for computers. Children also use computers for accessing information, as well as for writing stories and research papers. In addition, children use a variety of learning programs, which either seek to teach or reinforce basic skills in math, language, reading, and other subjects. Other software allows children to draw pictures or create visual works of art and self-expression. Communication with others is growing as an application of computers by children, particularly as more homes and schools gain access to the Internet. As computers continue to become more powerful, increasing numbers of children are using computers to create multimedia presentations and even web sites that include pictures, text, audio, and even video. Because computer use is promoted in schools, and because computers are so ubiquitous, children have a great deal of exposure to them. Not everyone, however, is comfortable with the use of computers by young children. Some, including the Alliance for Childhood, have called for a halt to the use of computers by young children. Such groups cite the costs as well as possible health effects that using computers may have on children. The true impact that early computer use has on children is uncertain. Even though there is not enough information to state authoritatively that computers have any negative effects on children, the possible adverse effects that have been cited are serious enough to warrant consideration. STATEMENT OF THE PROBLEM “Effects of too much Exposure to Computer“ Computers – Possible Positive Effects of Computer Use As with studies that reveal potential risks of using computers, many studies that show potential benefits from the use of computers are correlational and cannot demonstrate cause and effect. Others are complicated by having factors other than computer use as potentially being partially responsible for the findings. There seems to be a correlation between the presence of a computer in a child’s home and achievement in school. This evidence is still not strong enough to state categorically that having a computer makes children smarter. Computer use by children can result in gains on a number of developmental stages. For instance appropriate computer use can be related to improvements in nonverbal skills, long-term memory, mathematical skills, language skills, and problem-solving skills. It should be noted that computer use alone does not ensure gains in any of these areas. Computers – Possible Negative Effects of Computer Use One of the most compelling arguments made against the use of computers by children is the risk of repetitive motion injury such as carpal tunnel syndrome. This problem may be greater for children than for adults because their musculature and skeletal systems are not fully formed and may be at greater risk for injury. Children’s risk of suffering repetitive motion injuries may be further increased because they tend to use computers that are sized for adults, placed on adult-sized furniture, and positioned for an adult user. Another possible risk of using computers is eye-strain, which may include dryness due to not blinking enough, headaches, and blurry vision. To reduce this risk, it is important to limit the time spent staring at the screen; take frequent breaks, making sure to focus the eyes on distant objects; and blink frequently. It is also important to position the monitor sixteen to twenty-seven inches away and in a way that ensures that the user views it at a slightly downward angle. Following some highly publicized events in Japan, it has been suggested that there may be a risk of seizure for children playing video games containing bright flashing lights. Many video games include An elementary school student uses a computer in the school library while another students looks on. The ease and facility with which children use computers comes from the ability children have for assimilating tools in their environment for their personal use. (O’Brien Productions/Corbis) a warning to this effect in their documentation. Fortunately, very few children are susceptible to this condition. For those who are, however, this is potentially a very serious situation. There also has been some attention given to the possible risk of exposure to electromagnetic radiation from the computer’s monitor. Some people note that such radiation exposure may be greatest at the back and sides of the monitor, which may be important because computer labs in schools are often arranged in such a way as to put a child’s head next to or directly in front of another computer’s monitor. Once again there is insufficient proof that this is a real threat. According to the Occupational Safety and Health Administration, the risk of exposure to electromagnetic radiation is very low when the user is positioned correctly in relationship to the monitor. Some people caution that there may be a link between computer use and obesity in children. This opinion is often based on studies that find links between television viewing, reduced activity, and childhood obesity. It is not clear, however, that sedentary activities cause obesity. It may be that children who are sedentary and therefore at a greater risk of obesity may choose sedentary activities such as television viewing and computer use over more physical activities. Objectives of the Study This study will be conducted in order to determine the effects of too much exposure to computer in web tracking technology, and provide meaningful lessons.             This study will also aim to increase the awareness and provide a better understanding of the issues and problems concerning effects of too much exposure to computer in order to contribute an effective approach in addressing their problems. Significance of the Study If the positive and negative effects of too much exposure to computer in web tracking technology will be determined, this study will be a benefit to other students and children’s employing the effects of too much exposure to computer in their technologies and are experiencing problems gaining ground to other parts of the world. Also, if effectiveness is supported, this study will be significant in developing mental and physical models as productive and effective bodies of knowledge in the future. SCOPE AND LIMITATION OF THE STUDY This study compile with the researchers started last February 1, up to February 5. Three Computer Technicians Students of Camarines Sur Polytechnic Colleges are the respondent of this research. This research is all about the effects of too much exposure to computer. It is stated here in the research paper about the students and children’s do to improve their knowledge about the effects of too much exposure to computer in their lives. DEFINITION OF TERMS 1. Internet- an electronic communications network that connects computer networks and organizational computer facilities around the world. 2. Computer- one that computes; specifically: a programmable usually electronic device that can store, retrieve, and process data. 3. Abacus- an instrument for performing calculations by sliding counters along rods or in grooves. 4. Ubiquitous- existing or being everywhere at the same time: constantly encountered. 5. Halt- to bring to a stop. 6. Correlation- the state or relation of being correlated; specifically : a relation existing between phenomena or things or between mathematical or statistical variables which tend to vary, be associated, or occur together in a way not expected on the basis of chance alone . 7. Seizure- a sudden attack (as of disease); especially : the physical manifestations (as convulsions, sensory disturbances, or loss of consciousness) resulting from abnormal electrical discharges in the brain (as in epilepsy) b : an abnormal electrical discharge in the brain. 8. Susceptible- capable of submitting to an action, process, or operation . 9. Radiation- energy that is radiated or transmitted in the form of rays or waves or particles. 10. Electromagnetic Radiation- (often abbreviated E-M radiation or EMR) is a phenomenon that takes the form of self-propagating waves in a vacuum or in matter. It consists of electric and magnetic field components which oscillate in phase perpendicular to each other and perpendicular to the direction of energy propagation. 11. Obesity- a condition characterized by the excessive accumulation and storage of fat in the body. 12. Sedentary- Characterized by or requiring much sitting: a sedentary job. 13. Assimilate- to take in and utilize as nourishment: absorb into the system b : to take into the mind and thoroughly comprehend. 14. Repetitive- characterized by or given to unnecessary repetition; boring dull, repetitive work. 15. Technology- Electronic or digital products and systems considered as a group: a store specializing in office technology. CHAPTER II THEORETICAL AND CONCEPTUAL FRAMEWORK When students are using computer as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. As students work on their technology-supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used. Project-based work (such as the City Building Project and the Student-Run Manufacturing Company) and cooperative learning approaches prompt this change in roles, whether technology is used or not. However, tool uses of technology are highly compatible with this new teacher role, since they stimulate so much active mental work on the part of students. Moreover, when the venue for work is technology, the teacher often finds him or herself joined by many peer coaches--students who are technology savvy and eager to share their knowledge with others. | | Researchers at Columbia University have mapped the overlap between 161 different diseases by studying epidemiological data from 1.5 million patients. Among their findings is a strong overlap between schizophrenia, bipolar disorder, and autism, suggesting that these three diseases may be caused by a shared group of genes. The researchers hope others will use their map to further investigate the genetic bases of the diseases they studied--genetics that in most cases are poorly understood. | |Overlap maps: A Columbia University computer model | | |generated these maps, which show the overlaps between | | |autism, schizophrenia, bipolar disorder, and other | | |diseases, including breast cancer (top). The maps also | | |reveal connections between migraine and other diseases, | | |such as infections (bottom). | | |Credit: Andrey Rzhetsky | | | Certain diseases caused by single genetic mutations are correlated with other conditions in well-known ways, says Andrey Rzhetsky, the leader of the mapping project, who is now a professor of genetic medicine at the University of Chicago. For example, the same mutation in the gene for hemoglobin, the protein that carries oxygen in the blood, causes sickle-cell anemia but protects against malaria. Unlike sickle-cell anemia, however, most diseases aren't caused by a single mutation. The genetic factors underlying most common diseases, such as diabetes, addiction, and heart disease, are complex and poorly understood. But Rzhetsky found connections between genetically complex diseases, too. Using health records from the Columbia University Medical Center, Rzhetsky's group examined the likelihood that a patient with one genetically complex disease--for example, diabetes--also had one of the 160 other diseases under study, such as an autoimmune disorder. The researchers concluded that certain groups of genes can predispose a person to multiple diseases, while others can predispose a person to one disease while protecting against another. CHAPTER III RESEARCH METHODOLOGY This chapter presents the method and procedures used in conducting the research data collection instruments, sources of data and data gathering procedures in its analysis and implementation of the study. Research Method The study used both descriptive and creative methods to come up with the present study. Descriptive method is designed to the information about the present conditions. Descriptive method includes all these studies that pertain to the present facts concerning the nature and the status of any group of people, number of thoughts or any kind of phenomena which one wishes to study. This process the developing of proposed research paper and the design of the research paper and the application to be used. Respondents of the Study The respondents of the proposed research paper include Computer Technician Students of Camarines Sur Polytechnic Colleges, Nabua, Camarines Sur. Table 1 Tabulation of Respondents of the Study |Respondents |Frequency | |CT Students |26 | Table 1 shows the total number of respondents in CT. Methodology of Research Paper Development Hereunder are the procedures used during the system development. At each step in the cycle, consideration is given to every component of the proposed research paper. It includes the data procedures. Phase 1: Data Gathering The sources of data that falls into primary data which consist of the interviews to conducted in of Camarines Sur Polytechnic Colleges- Nabua Campus and the observation of the researchers gathered the secondary data from the office of the dean including the form and documents used in the existing research paper. Questionnaire The questionnaire was drafted and the questions that are relevant and are with accordance to the statements of the problem. The questionnaire aimed to get the information needed for the research paper specifically about the existing effects of too much exposure to computer today and the Computer Technician Students difficulties on preventing it in their selves. Preparation of the Questionnaire The researchers prepared a set of questions and delivered it through the CT students. The questionnaire is composed of items regarding the process of the existing checklist research paper.