Importance of Language on Literacy Development of Deaf Child

Importance of Language on Literacy Development of Deaf Child A relationship between language and text needs to be established to become literate. What specific challenges may deaf children face in forming this relationship? How may such skills be developed in deaf children? As there is an increasing number of deaf children being identified and amplified at an earlier age and with the quality of this amplification improving, the expectation that these children develop at a similar rate academically to their hearing peers has become more explicit. Sadly, this is not always the case. In this essay, I will be focusing on the challenges deaf children face when obtaining literacy skills and how the relationship between language and text can be developed. Being literate is much more than the ability to decode print into words. Connie Mayer (2007) stated that Writing systems have evolved to encode spoken language, and even the one major system that has appeared to be an exception, Chinese, turns out to be a more complex case, based generally on spoken language morphology and phonology. This means that to become literate, an individual most first have access to the language that is being decoded, which for some deaf children is one of the first obstacles they will face in the development of their literacy skills. There is a vast amount of research available that discusses how childrens abilities to learn reading and writing is influenced by their early experiences in life. Goberis et al. (2012) investigated the complex language of hearing, hard of hearing and deaf children using a pragmatics check list. They discovered that a hearing child acquires the ability to use complex language, including basic syntax and age appropriate vocabulary in socially appropriate situations between the age of 3 and 4 years old. Sadly deaf and hard of hearing children acquired these skills much later in life, even when strategies had been put in place and these then cause challenges in writing and abstract conversational dialogue. Swanwick and Watson (2007) looked at how book sharing can positively impact a deaf childs literacy and language development and noted that both oral and signed parents created a shared interaction that allowed for sharing meaning and attention between parent and child in a physical setting that allowed for closeness. When parents are using BSL to share stories, the child is often placed opposite the adult to ensure they can see the signs, where hearing and oral story tellers usually sit adjacent to one another, which allows for a better listening position. Swanwick and Watson observed that parents using oral English tended to stick to the written story and explored the vocabulary and sounds through turn taking and interacting, where the parents using BSL did not always follow the text and retold the story using their own signs without using voice or lip patterns. Their focus was to share the actual story rather than sharing the written text and the parents were ensuring children unde rstood the story cognitively by asking the children to repeat the signs used. Parents who used oral English emphasised the actual written text and thus focussed on the active listening skills of the child, which means the focus was on the literacy and language skills, instead of the story. This study shows that the parents of these children had a view and approach towards their childs literacy development but were not always focussing on all aspects when sharing a text. However, it is important to note that the parents involved in this study were all very involved in their childs early literacy development and results might have been different if the participants came from a background where oral retelling took priority over sharing written text or households where parents do not recognise the potential value of childrens picture books. As a teacher of the deaf, it is crucial to support and encourage parents to discuss a range of linguistic skills including pragmatics, syntax, graph ophonical knowledge and semantics but most importantly to encourage a love of reading by repeating favourite books, which Sulzby (1993) stated builds a rich vocabulary and by singing nursery rhymes and clapping games with repeated patterns to further develop early language skills or to attend reading and story activity groups at a local library or play group. There is plenty of research that shows that shared reading or interactive story book reading has a huge impact on childrens early literacy development and show the benefits of these social interactions around stories and text, allowing the child to understand that text and language are connected. (Yaden, Smolkin, Conlon, 1989) Frequent and effective shared reading during the first 6 years of a childs life aids the development of vocabulary, labelling, and oral and written abilties. Crain-Thorensen, Dahlin and Powell (2001) also proved that parents and caregivers use more complex language when book sharing and thus children get the opportunity to be exposed to new vocabulary which they might not encounter in their day to day life. Justice et al. (2005) conducted a study regarding parents sharing books with hearing and deaf children and concluded that storybooks can provide a wealth of new vocabulary for children. She noted that deaf children responded less to implicit questions than hearing children and showed that parental scaffolding was a key element in word recall for deaf children, where joint attention was more important for hearing children. This shows that the parents of deaf children had to ensure they were building on their childrens prior knowledge to ensure they understood the language and vocabulary in the story told. She concluded that shared reading, retelling and discussing stories are paramount for early reading development. When sharing a book, the opportunity should be used to take turns discussing vocabulary, events and characters in the book and ensuring that both explicit and implicit questions are asked, suitable to the childs current abilities. The First Steps Viewing Map of Development shows that literacy acquisition is a linear process that develops a childs use of texts, understanding of the context, understanding of conventions and development of the use of a range of strategies to extract meaning from print. Williams (2004) mentions that deaf children progress at a similar level as hearing children in their development of early reading and writing, however several cases studies, such as Traxler (2000) and Marschark, Lang Alertini (2002) showed that a high percentage of deaf children graduated with a considerably lower literacy ability than their hearing peer, suggesting that their learning trajectories later changed drastically. One must consider, though, that recent advances in audiological equipment and management might show different results in more recent longitudal studies. Reading requires a combination of several complex skills. Adams (2001) stated that to learn to read one must be have a context processor to be able to interpret the text, a semantic processor to understand the meaning of words, an orthographic processor to be able to recognise and identify the letters and spellings and a phonological processor to identify the speech sounds, which requires adequate audiological amplification or access to other abilities such as cued speech. When it comes to emergent reading, one of the first skills a child must master is recognizing the letters of the alphabets and knowing that these letters are linked to 44 sounds in the English language, which then in turn can be put together to form words. Hearing children and those with early adequate amplification will begin to recognize certain letters and sounds in their own names and some keywords they might have been taught through rhymes or songs. To aid this early process, the child should be encouraged to say the phonemes in the word and then repeat them to see if they can hear which word it makes. It sometimes helps if the adult repeats the sounds so the child can focus on hearing the word. Another strategy is finding familiar letter patterns in words to aid with blending, such as cat, pat, mat, sat. This could also be turned into a little game where the initial sound is changed to see how many real and nonsense words can be made. Kyle and Harris (2011) noted that hard of hearing and deaf children cannot hear all these sounds, despite using audiological equipment and thus other strategies are needed to support them. Visual phonics is one of the strategies that can be used to help deaf and hard of hearing children to learn phonics by combining handcues and written symbols to aid phonetic awareness and decoding skills. Shared reading has also been shown to aid the development of phonological awareness in both hearing and deaf children, especially where parents take the time to point out sounds children are familiar with and getting them to recall and blend familiar sound patterns. Once the initial recognition of print and understanding of the alphabet and their related sounds has been formed, the child should, through frequent exposure to written words in signs, shared books, labels, etc,. be able to recall an increasing number of high frequency words and words that can be blended phonologically. The focus of reading activities then shift towards understanding that text carries meaning, rather than simply reading word for word. Reading books for the children at this skill level generally have smaller print and more complex sentence structures and fewer illustrations. Kyle and Harris (2010) conducted a longitudal study to investigate reading and spelling abilities of emergent deaf children. They found out that at first, deaf children applied a whole word strategy to reading, however after 2 years of learning they were using a more alphabetic reading strategy based on phonological representations derived from speech reading skills. However, hearing children applied this alphabetic ability based on speechreading from the first year of reading, hence different reading strategies were applied by hearing and deaf children. This made them conclude that If the information derived through speechreading is incorporated into underlying phonological representations, which in turn are used to support the phonological judgments required to complete phonological awareness tasks, then it is plausible that speechreading could be a strong initial predictor of reading in both deaf and hearing. In addition, for the deaf children, speechreading could essentially act as a marker or proxy for the quality of the underlying phonological representations (Kyle and Harris, 2010, p.14) Unfortunately, the deaf and hearing children in this study were picked by their class teachers and thus their reading abilities were not always as closely matched as initially intended. In a study by Bouton et al. (2011) it was discovered that children with cochlear implants greatly benefited from learning cued speech. Cued speech shows a hearing child hand movements near the mouth to clarify lip and mouth movements so they can have a visual aid to better grasp lip reading. Bourton et al. found that cued speech improved the CI childrens performance in reading tasks and phonetical awareness, compared to CI children who had not been exposed to cued speech. Additional research into the link between cued speech and phonetical awareness, spelling and reading abilities is required, however it does show that offering a CI child additional support through cued speech can have a positive impact on their language and literacy development. Once children have mastered the word attack skills they are then faced by longer and more complex texts which require a greater understanding of the world and fewer illustrations as prompts. At this stage, young readers will need to comprehend a huge variety of phrases and clauses to understand the meaning of the text and recognising that text can come in a variety of different genres and serve different purposes. To support deaf childrens understanding, it is important that as a teacher of the deaf, a variety of strategies are offered to ensure the child fully understand the texts they are working with. These strategies include giving the child the opportunity to retell the story in his/her own words, sequencing key elements of the text, discussing characters and settings and ensuring the child understand the vocabulary by clarifying and offering synonyms or visual representations. The child should be given the opportunity to ask and answer questions and to predict what might happen next. Another strategy is linking the key elements of the story with their own personal experiences or other stories familiar to the child, to allow the child to expand and comment on what has been read. Once the child becomes a fluent reader, the focus shifts from being able to read to understanding the text and utilising it for further personal development. With this also comes the realisation that reading have a multitude of functions, such as reading for pleasure, deriving information, receiving instructions and interacting with a multitude of devices and multimedia platforms. Sadly, the transition from emergent to fluent reader does not always happen as smoothly as desired for deaf children. Geers and Hayes (2011) conducted a study with early implanted deaf adolescents to see if they managed to keep their academic trajectory in literacy skills at a consistent level with their hearing peers and to investigate to what degree the childs phonological skills and family characteristics influenced their literacy development. Geers and Hayes discovered that early implanted children who were classed as age related in their phonological awareness in preschool, managed to make age appropri ate progress compared to their hearing peers as adolescents with good audiological management and family support, however they did not perform as well on spelling and expository writing and they discovered that the development of phonological awareness is crucial to literacy success. Due to an increasing number of children being implanted prior to 12 months of age thanks to the Infant Screening Programme, it would be interesting to repeat this study with a cohort that was implanted sooner in life. Being literate does not simply comprise of being able to read print. Reading and writing have often been said to go hand in hand and develop linearly. Mayer (2010) noted that there has been considerably little research in the implications of deafness on writing development and most of the research that has been published focusses primarily on spelling rather than writing composition. It is clear that children learn that writing carries meaning and that it is a useful tool for communication. There is debate about the multitude of strategies available for teaching reading and writing, for example phonological approaches or visual orthographic strategies. Simply learning how to spell words is not sufficient to become literate. The English language has a complex system of syntax and grammar. Cormier et al (2012) investigated the impact of age of acquisition of a signed language on grammatical abilities in deaf children. He noted that successfully acquiring a language, signed or oral, is crucial to developing grammatical awareness of that language and successfully acquiring a second language, i.e. BSL or English depending on L1. Grosjean (2001) also commented that bilingual education is a deaf childs best chance of acquiring good literacy skills in both signed and written/spoken languages, however it is important to note that it is the parents right to choose the preferred communication method for their child. Miller (2005) also found that elementary children were able to find meaning in sentences by using the meaning of the actual words in these sentences but lacked the ability to process syntactic information. These studies show that a greater focus needs to be on the acquisition of grammatical awareness and syntax to ensure that deaf children get a greater understanding of the complex language structures in written texts. Further developing a childs spoken language will aid their abilities to produce more complex written sentences and therefor reduce the amount o f baked sentences, e.g. using the same sentence starters over and over again such as I like or I can. To ensure an adequate support programme is put in place for the deaf child, it is paramount that the teacher of the deaf thoroughly assesses the current reading and writing skills and language abilities, both receptive and expressive, of the child and has a good understanding of the support the child receives at home and in the class room. The childs specific characteristics, attitudes to learning, preferred learning styles and personal, social and emotional development and their strengths and weaknesses are all crucial in a whole child approach towards progress. The teacher of the deaf should work together with parents, schools and other agencies to ensure the best strategies are put in place for the child. Goberis et al. (2012) suggested that parents should target specific language skills at home using natural, day to day opportunities and the teachers should be given strategies to practise in the class room environment. It must be stressed that speech intelligibility does not give a clear picture of the childs actual language abilities and time should be spend finding out where the strengths and weaknesses lay, especially when it comes to pragmatic language skills, grammar and vocabulary. Some of the strategies to put in place to further develop language could be following instructions and then allowing the child the opportunity to give instructions too to further develop the childs theory of mind. The child should be encouraged to provide instructions that are clear and have sufficient information for the other person to follow. This coul d be scaffolded by adding picutres at first so the child can have a visual representation prior to building the sentences. Playing playground games or very easy board games are a great way to develop instructional language as a set of rules must be followed to be successful. The child could also be encouraged to explain the game to a peer with the help of an adult. Goberis et al. (2012) also states that it is important to encourage deaf children to answer why questions and ask them to consider options or discussing cause and effect of certain behaviours. They must also develop the recognition that other children might have a different point of view and talkinga bout other childrens likes and dislikes will allow them to further develop their pragmatic skills and allows them to develop their theory of mind. Categorization is also an important step in language development. Playing sorting games or guessing games can help the child build these categories in their minds. It is also impor tant for them to learn that not all statements are true and they must consider whether the information given to them is factual or not. References: Alvord, S ; Adams, W ; Barker, R ; Garner, B ; Rosengren, K ; Shaver, G, (2001), Relationship between WRAML and NEPSY subtest performance and reading acquisition in early elementary school children , Archives of Clinical Neuropsychology, Vol. 16(8), pp.773-787 [Peer Reviewed Journal] Bouton, S., Bertoncini, J., Serniclaes, W. and Cole, P. (2011) Reading and reading-related skills in children using Cochlear Implants: Prospects for the influence of cued speech, Journal of Deaf Studies and Deaf Education, Vol. 16(4), pp.458-473 [Peer Reviewed Journal] Cormier, K., Schembri, A., Vinson, D. and Orfanidou, E. (2012) First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgement in British sign language, Cognition, Vol.124(1), p.50-65 [Peer Reviewed Journal] Crain-Thoreson, C., Dahlin, M.P. and Powell, T.A. (2001) Parent-child interaction in Three conversational contexts: Variations in style and strategy, New Directions for Child and Adolescent Development, 2001(92), p. 23. discussion 91-8 [Peer Reviewed Journal] Geers, A.E. and Hayes, H. (2011) Reading, writing, and Phonological processing skills of adolescents with 10 or more years of Cochlear implant experience, Ear and Hearing, Vol.32(1 Suppl), pp.49S-59S [Peer Reviewed Journal] Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R. and Yoshinaga-Itano, C. (2012) The missing link in language development of deaf and hard of hearing children: Pragmatic language development, Seminars in Speech and Language, Vol.33(4), pp.297-309 [Peer Reviewed Journal] Grosjean, F. (2001) The right of the deaf child to grow up bilingual, Sign Language Studies, 1(2), pp.110-114. Justice, L.M., Meier, J. and Walpole, S. (2005) Learning new words from Storybooks, Language Speech and Hearing Services in Schools, Vol. 36, pp.17-32 Kyle, F.E. and Harris, M. (2011) Longitudinal patterns of emerging literacy in beginning deaf and hearing readers, Journal of Deaf Studies and Deaf Education, Vol. 16(3), pp. 289-304. Marschark, M., Lang, H., Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press Mayer, C. (2007) What really matters in the early literacy development of deaf children, Journal of Deaf Studies and Deaf Education, , Vol. 12, No. 4 (FALL 2007), pp. 411-431 Miller, P. (2005) Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities, American Annals of the Deaf, Vol. 150(3), pp. 305-323 Perfetti, C.A. (2000) Reading Optimally builds on spoken language: Implications for deaf readers, Journal of Deaf Studies and Deaf Education, Vol. 5(1), pp. 32-50 [Peer Reviewed Journal] Sulzby, E., Edwards, P. A. (1993). The role of parents in supporting literacy development. In B. Spodek O. N. Saracho (Eds.), Language and literacy in early childhood education (pp. 156-177). New York: Teachers College Press. Swanwick, R. and Watson, L. (2007) Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings, Journal of Deaf Studies and Deaf Education, Vol. 12(3), pp. 385-405 [Peer Reviewed Journal] Traxler, C.B. (2000) The Stanford Achievement test, 9th edition: National Norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Studies and Deaf Education, 5(4), pp. 337-348 Williams, C. and Mayer, C. (2015) Writing in young deaf children, Review of Educational Research, Vol. 85(4), pp. 630-666 [Peer Reviewed Journal] Yaden, D.B., Smolkin, L.B. and Conlon, A. (1989) Preschoolers questions about pictures, print conventions, and story text during reading aloud at home, Reading Research Quarterly, 24(2), p. 188.

Overcoming Marital Conflict :: essays research papers fc

Overcoming Marital Conflict Marriages are made, not in heaven, but by wonderfully fallible human beings who hope for the best, but who often do precious little to make this most challenging and complicated relationship work. From the very first couple and their differing view point over the apple to modern times, men and women have always disagreed. Both sexes are born with inherently different personality traits. Although mankind knows they will never see eye to eye with the opposite; they still are attracted to them, perhaps for that very reason. Unfortunately it also means there will be unavoidable conflict in the union of a woman and man. Woman's inherent sexuality and the widely dissimilar sexuality of her mate is one of the primary conflicts in marriage. They will also find diversity in their views on sex, communication, emotional expression, nearly every aspect in their lives. Sex has made marriages and broken them. Great relationships do not always translate into wonderful sex! Many couples love each other deeply, but still don't have a fulfilling sexual relationship. Havelock Ellis (1859-1939) wrote in The New Spirit, "The omnipresent process of sex, as it is woven into the whole texture of our man's or woman's body, is the pattern of all the process of life". This leads me to believe our sexuality is the core to ourselves. Unfortunately there are so many variants between men and women emotionally that unavoidable conflicts will surface in the bedroom. Adam and Eve are the only union who ever had the freedom of entering marriage and lovemaking with no preconceived ideas no hang-ups, and no inhibitions. Men and women each possess different outlooks toward the act of sex. Most women need an emotional connection prior to experiencing a truly satisfying sexual encounter. Whereas men tend to avoid deeply emotional bonding. Men can be happy with superficial love, not that all men stop there. Women also feel affection is the essential cement of her relationship with a man. She marries a man that cares about her, and she wants him to express his care often. Without it she usually feels alienated from him. With it she will become emotionally bonded to him. Learning the sexual outlook of each other's partner will increase the ability to deal with the sexual conflicts that materialize. Fear of failure and rejection and the belief that something is wrong infiltrates many sexual experiences. Case studies show that most couples who complain of sexual problems in their marriages are really experiencing a deeper problem. Letting go of assumptions, most of which come from books, movies, and fantasies, and sharing desires and fears with their mate, their individual

The Chinese Culture: A Chinese-American Family Reunion

My wife is originally from the southern part of China, so her family is a mixture of descendants of China and the Americans who have married into the family. A few years ago her family had a reunion to gather together and visit with one another, and I was invited to attend. While I had experienced some of the Chinese culture prior to the event, the reunion was the first time that I really got to observe the traditional culture in real life. The event was a very elegant occasion, more like a banquet than the typical American family reunion. There was tons of food, most of which was Chinese, and even Chinese decorations. There were red lanterns strung around the room, all lit as the evening approached. They were very beautiful, but as it turns out they are not used for beauty. The lanterns symbolize good luck and hope. They are used every year in China at the Lantern Festival, when they line the streets to symbolize this same meaning. The color red also has significance in the Chinese culture. It is believed to be the color of luck. Some of the older family members spoke the Chinese language, which was interesting to witness, but most everyone spoke English. I am an American with family roots in Germany, so the two cultures are vastly different. The biggest difference I noticed was how much more reserved the Chinese people seemed to typical American families. Even the children, who were laughing and playing, seemed to be more respectful than American children. This aspect of the culture impacted me the most. I realized how different people are from different parts of the world, and especially those who live in America, but have been raised with traditional Chinese values. It amazes me how different cultures can vary so greatly. I enjoyed this learning experience with my wife’s family and I look forward to many more Chinese events in the future. References: Chinatown Connection, â€Å"Lantern Festival.† Chinatown Connection. n.d.. Chinatown Connection. 5 May 2008 . Lee, Danile. â€Å"Chinese People Lifestyle.† Chinatown Connection. n.d.. Chinatown Connection. 5 May 2008 .

The Internet And Its Effects On Our Lives - 1631 Words

No matter where people are, computers watch them, and record data about their activities, first of all paying attention to what they see, read, look at or buy. People’s messages are partially listened, and sometimes even recorded. Today many companies sell, buy, and use personal information about their users. Those companies track people’s internet interactions and know almost everything about their online behavior: from their personal preferences in food, music, and cars to the health condition, phone numbers, and credit card numbers. Everything users do on the Internet - from the comments to tweets to a simple browsing - will never be erased from history. This is partly due to national security, for instance, to stop terrorism and detect criminal activities. But the main goal of this technology - just to get people to buy more things, make them a more efficient user. Data brokers make guesses about consumers and their interests based on other information they have, an d then they make a list of consumers, which is sorted by interests, that way advertisers buy those lists and know which consumer is interested in what product. But is Big Data really that bad? And what can be done to regulate Big Data? People themselves should make the most important step towards the regulation of Big Data: prevent the further information leakage. And also, the government should think about establishing laws that concern Big Data. Web search engines record every click that users are making onShow MoreRelatedThe Internet And Its Effect On Our Lives1371 Words   |  6 Pagesgeneration the internet is becoming a huge factor in their day to day lives. The internet allows this generation to communicate with each other through text messages, or social media like Facebook, and twitter. The internet provides us with all of the answers to our day to day questions; it also provides us with endless amounts of entertainment such as games, music, and movies, etc. The internet also makes living our day to day lives easier by providing us with the ability to run our businesses onlineRead MoreThe Internet And Its Effect On Our Lives Essay2219 Words   |  9 PagesWell, at least online it is. The internet is ever-changing and improving human’s lives subtly everyday. Things such as virtual reality or Google glass derive from what the internet has on it today. In no other age could someone have a thought-provoking quest ion and have it answered with the little pocket assistant globally known as a smartphone, which uses the internet to the full extent due to technology today. However, smartphones themselves inspired how the internet is changing. It is due to theRead MoreInternet Protocol And Its Effect On Our Lives1677 Words   |  7 Pageswhen you can watch your on TV? Wouldn t you say it would be better if watching TV was like browsing your Web browser, you could pick the programs you wish to watch whenever you felt like watching them? IPTV(Internet Protocol Television) has the ability to do that and more by using internet protocols to transfer your TV programs to you â€Å"on demand†. We will discuss how IPTV works, some benefits it brings, and how it is changing the way we watch television today. There s nothing new about it the useRead MoreInternet Usage And Its Effect On Our Lives2430 Words   |  10 Pagesscientists, bankers, and countless other occupations, Internet usage is a crucial element in daily life. This is an incredible realization when considering the fact that a majority of people living today has spent the majority of their lives without the Internet. In December of 2000, nine years after the debut of the worldwide web, the Internet had 361 million users (5.8% of the world’s population). Just thirteen years later, in December 2013, the Internet boasted 2,802 million users (39.0% of the world’sRead MoreThe Negative Effects Of The Internet On Human Life761 Words   |  4 Pages Effects of The Internet on Human Life The Internet is a technology that has negative impacts on our daily lives. It has changed aspects of our life for the last 50 years, and it has demonstrated the considerable influence on people’s lives. Almost 3.2 billion people in the world use the internet. The Internet has gained acceptance across the globe, and it has also become a reason behind the critical changes in the modern society. Some of the changes are social isolation, health disorder, lack ofRead MoreThe Impact Of Internet On Our Society Today Essay1502 Words   |  7 PagesAbstract The internet is one of the most influencing media in the world today. With technologies becoming better and better after time, the number of new internet users increase daily. Many societies have been formed such as the Internet Society to foster growth and the access of internet through the globe by bringing information and partnerships to people and communities. With every country thriving to increase internet penetration, the internet has a great impact in our daily lives, affecting usRead MoreEffects of Technology925 Words   |  4 PagesApril 20, 2011 Effects of Technology Miguel Angel Rodriguez Effects of Technology Technology has been a great impact in our lives. It has quickly developed and continues to expand in our lives. As new generations develop, new technological devices continue to develop as well. Some believe that technology has had a good impact in our lives like Richard Woods. Others like me believe that technology brings a lot of negative effects to our personal and social lives as Sarah Kershaw mentions. WeRead MoreThe Internet And Its Impact On Our Society Essay921 Words   |  4 Pagesadvancement, the internet has played a major role in it. The internet, according to Wikipedia, has many uses that include data sharing, e-commerce, booking of tickets, socializing, job searching, entertainment and also in e-learning. With advancements in technology, the number of users of the internet are increasing daily. With internet speed increasing over time, the Internet brings knowledge and information on nearly every subject imaginable straight to your computer. This has made our lives ea sier andRead MoreInternet Negative Effects891 Words   |  4 PagesThe Internet is a technology that has negative impacts on our daily lives. It has changed aspects of our life for the last 50 years, and it has demonstrated the considerable influence on people’s lives. Almost 3.2 billion people in the world use the internet. The Internet has gained acceptance across the globe, and it has also become central to the critical changes experienced in today’s society. Some of the changes are social isolation, health disorder, a lack of privacy and internet addiction.Read MoreInternet And Its Impact On Society Essay1388 Words   |  6 Pagesâ€Æ' Table of Contents Table of Contents 2 1.1 Introduction 3 1.2 Definition of the internet 3 1.3 History of the internet 3 1.4 Internet use 3 1.4.1 Internet use world-wide 3 1.4.2 Internet use in Kenya 3 1.5 Impact of the internet 3 1.6 Conclusion 4 â€Æ' 1.1 Introduction In order to achieve political, economic and personal advancement, the internet has played a major role in it. The internet, according to Wikipedia, has many uses that include data sharing, e-commerce, booking of tickets, socializing