Category: Effects of Social Media

Social media has revolutionized modern communication, making it easier to connect across vast distances. It allows instant sharing of ideas and information, facilitating greater societal engagement and awareness. However, it also presents challenges such as the spread of misinformation and decreased face-to-face interactions. Despite these issues, social media continues to be a powerful tool for mobilizing movements and creating communities, showcasing its dual nature in contemporary communication dynamics.

Researchers suggest that reliance on certain kinds of technology may be limiting social development and teens, leading to anxiety and lower self-esteem. In today’s society, social media is a part of almost every teen’s life. It is to the point that teens wake up every day to an alarm that has been set up by their phones and greets them with a bright screen in their faces. The first moments when we open our eyes in the morning are consumed by checking up on social media whether it’s Snapchat, Facebook, Instagram, or Twitter. Instantly our brains are looking for something to catch our attention, and for the rest of the day, we have our phones connected to us at the hip, checking constantly for messages, notifications, and more. It’s an unhealthy habit that most teens deal with but don’t see as unhealthy. It’s slowly deteriorating the brains of the youth and is making them dependent on their phones. This paper will explore social media effects on teens along and topics of addiction, mental health, and communication.

Addiction.

It is no lie that social media has been on the rise in usage and addiction over the past ten years. In 2018, 89 percent of teens that were surveyed said they are on social media “almost constantly” or “several times a day” according to Pew Research Centre. Teens often feel a slight panic when realizing they forgot their phone somewhere and do not have access to it and they are in fear of missing any text, or notification, or even just looking on social media while out and around. Some may even become fidgety or restless. These are mild signs of addiction. Some more severe symptoms of being addicted to social media include:

• Waking up and reaching for your phone instantly.
• Having no wifi feels like “the end of the world”.
• Anxiously waiting to see how many “likes” your photo gets.
• Posting often to social media with simple tasks you’ve done or things you’ve eaten.
• Using social media to forget about your problems.

Communication

Communication is so easy nowadays it can be used by the tip of your fingers without physically talking to anyone. You can share photos on Facebook or Instagram and post statuses and tweets with updates on events in your life. People often have more friends on social media than they do in real life and it can allow you to monitor people’s lives with information they share about themselves. Sounds pretty creepy doesn’t it? Well, it is because no matter what you post on the internet it stays there forever for anyone to see, which is why it is so important to watch what information to share about yourself and what things you choose to post.

Mental Health

There are many ways that social media can be damaging to teens developing brains and mental health. This includes:

• Depression
• Jealousy and Envy
• Low self-esteem
• Anxiety
• Eating Disorders

Poor sleeping patterns

As sad as it is the list could go on and go. Teens are using social media every day, multiple times a day and it can trigger some of these symptoms of mental health problems. For example, Instagram is a huge platform where you can post pictures of anything you please but one thing that can be influential to the teen brain is negative body image and self-esteem issues mostly in girls but can affect boys as well. Commonly, teens will compare themselves to others on social media whether it is the amount of “likes” someone has or a certain body type someone has that social media persuades to be the “ideal body image”.

The term culture, according to Raymond Williams (1983) is one of the most complicated words in the English language (87), despite that he proposes three definitions. In the first one, he implies that culture can be used to refer to a ‘general process of intellectual, spiritual, and aesthetic development’ (90). A second usage of the term suggests a particular way of life, whether of a people, a period, or a group’, and a third usage of the term ‘culture’ can be used to refer to ‘the works and practices of intellectual and especially artistic activity’.

British academic and critic F.R Leavis, who opened the first popular culture educational space in Britain, said that minorities are the ones who keep the culture and that their authority has lost its power since the mid-20th century. Richard Hoggart, another British academic who studied the works of Leavis said that although the decline in popular culture morals manifests in modern times, it is rather the decline of the culture provided for the masses and that most people can resist the manipulation of popular culture. ’The working classes have a strong natural ability to survive change by adapting or assimilating what they want in the new and ignoring the rest’ (32). He also wrote ‘Class distinctions do not die, they merely learn new ways of expressing themselves’ Richard Hoggart, ‘The Uses of Literacy’ (1957).

This is undoubtedly relevant to the modern times that we live in. In the last decade, social media had an unprecedented ascension globally, thus influencing the whole world, from the youngest to the oldest internet user. Social media pop culture gave birth to vines, memes, challenges, live streams, and vlogs, gave a new meaning to the word ‘viral’, and all that through the creative mind of the average internet user. As people seem to function more than ever in the digital world, culture has also migrated to cyberspace, where, like any human biological product, it keeps changing and evolving to suit the needs of modern times regarding creativity and art in this case. The Internet has its own culture with certain roots in academia. For example, the word ‘meme’ comes from the Greek term ‘mimema’, meaning to imitate. Richard Dawkins, an evolutionary biologist describes the word ‘meme’ in his book ‘The Selfish Gene’ (1976) as ‘a unit of cultural transmission or imitation’. Memes use multimodal grammar (images and captions) which in a certain way resemble Egyptian hieroglyphs or ancient rock carving art.

The rapid globalization of social media cultivated a new generation of young musicians who are not dependent on a record label, contrary to the 80s or 90’s era when an artist or a band had to go through the demands and ideology of a certain oligopolistic market to make himself or themselves heard or known. This type of social virtual environment developed the so-called ‘bedroom producers’, who produce music using low-cost technology such as VSTs and MIDI instruments in their minimalistic bedroom studio. Every youth nowadays is connected to at least one social media app thus this new type of internet pop art is quickly assimilated by them. However, things were different two decades ago when information spread mostly through television and magazines, youths had a sense of music as being something that they owned physically, either on a tape, a vinyl, or a CD, thus exchanging music between peers, or discovering new music was a physical experience, needing to go to the record shop to buy a record.

In 2003, the early emerging social media network Myspace was designed to provide an online platform for independent artists, and a few years later it formed one of the first internationally rapidly surfacing fanbases for newly formed groups like ‘Panic! At the Disco’ or ‘The Devil Wears Prada’ who managed to easily get signed by a record label due to hundreds of thousands of fans engaged with their music through social media. In more recent times, Myspace had a serious decline in usage among youths, and more and more independent musicians turned to Soundcloud as their starting platform. Famous rappers like Post Malone, Migos, 21 Savage, and Chance the Rapper started their ascension through Soundcloud.

There is no doubt that through social media youth culture can express itself freely, on the other hand, the overly saturated popular music industry and the increase of violence, drug abuse, and promiscuous and explicit sexual content could hurt adolescents. Drug, alcohol, violence, racism, and homophobia are increasingly glorified among hip-hop popular music. An example of drugs being glorified in popular music in recent times is the 2015 Grammy-nominated song for ‘Best Record of the Year’ and ‘Best Pop Solo Performance’ titled ‘Can’t Feel My Face’ by ‘The Weeknd’. The song peaked at number one on the US Billboard Top 100, and Canadian Top 100, also in Denmark, Ireland, and New Zealand, and top 10 in Australia, The Netherlands, Norway, and the United Kingdom. With over a billion plays on YouTube ‘Can’t feel my face’ The Weeknd personifies his cocaine addiction as a dangerous romantic partner. This trend of drug-centered songs can be observed through other popular modern tracks like O.T Genasis’ ‘I’m in Love with the Coco’, meaning ‘I’m in Love with Cocaine’, ‘High by the Beach’ by Lana del Ray, Ed Sheeran’s ‘The A Team’, Miley Cyrus MDMA reference on ‘We can’t stop’ and not so recent ‘Rehab’ by Amy Winehouse, all of which were Hot 100 Hits. Popular music brings the focal point of the lyrics to the usage of drugs after an absence of this tendency within the last decades, resembling the late 60s and early 70s when songs like ‘Lucy in the Sky with Diamonds’ and ‘Day Tripper’ by the Beatles, also ‘Mary Jane’ by Rick James were top songs. In the early 80s hip hop condemned drug dealers through songs like ‘The Message’(1982) by The Grandmaster Flash and The Furious Five using lyrics like ‘You’ll admire all the number-book takers, thugs, pimps and pushers and the big money-makers … but now your eyes sing the sad, sad song of how you lived so fast and died so young’.

Some might argue that adolescents use music solely for entertainment purposes and little or no attention is given to the lyrics, and, if any attention is given, understanding tends to be limited and related to experiences lived by the listener 32, 55. Other studies show the exact opposite, 52 where 17% of male adolescents and 25% of female adolescents who took part in the study revealed that they liked their favorite songs especially because of the lyrics echoing their feelings 2, and the more engaged a teenager is with a certain type of music the more will pay attention to the lyrics.

Ding! You look down at your phone and see a notification that someone else has just liked the picture you posted. You open the app and see your photo has already received over 300 likes in less than an hour! How many of us have obsessed over how many likes we can get on a photo? I know I have. For almost as long as I can remember, social media has been a large part of my life. I can recall times when I was in the 6th and 7th grades trying to take cute selfies to post on social media. As all things do, social media has evolved. In the very beginning, there was Six Degrees, whatever that is. I’m not sure too many people know of this social media platform, however, it was the first ever to be created. Then came MySpace, which I believe people are more familiar with. Facebook came quickly after and now there is Instagram, Snapchat, Twitter, Pinterest, TikTok, and so many others. We live in a society where teens and young adults are attached to our phones and constantly on social media, “Increasingly children inhabit a world dominated by near-constant social engagement through digital means,” (Anne Longfield). It is what we have been exposed to all of our lives, and because of this social media is part of who we are. It affects who we become, “ Digital and social media technologies are an integral part of children’s identities, experiences, and development, and digital citizenship plays an increasingly important role in people’s lives and is a critical component and a distinguishing factor that shapes children’s identities and their future opportunities and life outcomes,” (Claudia Megele). If something has a significant impact on our lives we should know what and how it is affecting us. Especially considering social media hurts the society of teens and young adults.

A huge issue among young adults and teens is cyberbullying which is easily done through the form of social media. What is cyberbullying? Another form of bullying, “a person is being bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons’,” (Claudia Megele) only in this instance it is behind a screen. It can be done from hundreds of miles away with just a click of a button. I have been a victim of cyberbullying (which I’m sure many of you can attest to having experienced this at least once) and let me just tell you it is not a pleasant experience. I fell victim to someone spreading rumors about me. Once the lie had been told it spread like wildfire through social media. Within a few hours I was receiving texts, chats, DMs, all of the above, from my peers, people I thought were my friends, calling me awful names. My reputation was called into question and I was completely mortified. Something so important to me was being tarnished and dragged through the mud and there was nothing I could do. I felt helpless and cried for a couple of days. This was a minor incident that happened to me, I know that other peers have experienced much worse happen to them, “60 percent of teenagers have experienced some sort of cyberbullying. 70 percent of teenagers have reported someone spreading rumors about them online.” (Website) Over half of teenagers say they have experienced some form of bullying online! Receiving these types of attacks can take a serious toll on the lives of young ones and can lead to hurting mental health like depression and anxiety.

Unfortunately, the effects of cyberbullying can be short-term and/or long-term. It goes beyond just “feeling bad” about yourself, it goes deep and touches the sensitive parts of who you are. With cyberbullying there is no escape, it’s not like you can just go home and avoid the bully. There is no break from it and people can say something they would never say in person. They can even do so under false identities. In a survey from 2017, 26 percent of young adults said they had suicidal thoughts, 37 percent said they developed depression, and 41 percent said they developed social anxiety, all due to having been cyberbullied. (Ditch the Label) When the rumors were being spread about me I did not want to talk to anyone about what was going on. I was so embarrassed and ashamed I didn’t want anyone in my family to know what was going on, and I felt I didn’t have any friends I could trust so I completely isolated myself from everyone. Depression as defined by Webster’s Dictionary is, “a mood disorder marked especially by sadness, inactivity, difficulty in thinking and concentration, a significant increase or decrease in appetite and time spent sleeping, feelings of dejection and hopelessness, and sometimes suicidal tendencies,” (Webster Dictionary). Some studies about social media and mental health have found a correlation between social media and depression. Some may even go as far as to say that social media causes depression, “A 2018 Lancet Psychiatry study2 of 91,005 people found that those who logged onto Facebook before bedtime were 6% likelier2 to have a major depressive disorder and rated their happiness level 9%2 lower than those with better sleep hygiene did,” (VeryWellMind). When we spend so much time scrolling away on social media we can begin to feel left out, this is called FOMO (fear of missing out). I have found this can lead to comparing what you have or your life to the lives of others, in turn, you can begin to feel sorry for yourself or just wish you had what others had, “Ultimately, limiting one’s time on social media can mean not comparing oneself to others and, by extension, not thinking badly of oneself and developing the symptoms that contribute to depression,” (VeryWellMind) The way I see it, the less time you spend on social media the less likely you are to become depressed. Not to say that there aren’t other causes of depression, however, social media is something many of us are actively attached to. Therefore, we know that social media is a consistent factor in the majority of our lives. We get sucked in by social media and lose ourselves easily.

It is so easy to fall into the endless trap of social media, “The news feed just rolls on, and everything’s bottomless: Twitter, Facebook, Instagram, email, text messaging, the news. And when you do check all sorts of other sources, you can just keep going on and on and on,” (TedTalk) for myself, TikTok is my kryptonite. I could sit on my phone and watch TikTok videos for hours on end, no joke. Not only do I spend hours on this one app though I then rotate between Snapchat and other social media at the same time. Social media is addictive and you may be addicted to it without even realizing it. Social media addiction is defined as a behavioral addiction of being overly concerned about social media, driven by an uncontrollable urge to log on to or use social media, and devoting so much time and effort to social media that it decreases the importance of other life areas. I know many of us have become concerned with how many likes a picture gets who’s seen my photo, or the constant need to always be checking social media. “Social networks are physically addictive as well as psychologically. A study from Harvard University showed that self-disclosure online fires up a part of the brain that also lights up when taking an addictive substance, like cocaine,” (Keepitusable) therefore, social media can become very addicting. The more we use social media the more it becomes a part of us and our daily lives.

Many like to believe social media is simply an extension of ourselves and “our lives”. We use social media to share memories we are making with friends and family with those around us for so many to see. We can talk to friends and family, near or far, meet new people, and so much more. You may be able to keep others up-to-date about what’s going on in your life or what you’ve been up to, and how you’re doing, however, how much of that is real? You can go on social media and pretend to be anything you want. You can go on social media and portray yourself to have some perfect, happy life, when in reality you’re miserable, and going on social media is only making it worse. You can go on social media and you can “touch up” your photos so much that by the time you’re done with it, you don’t even really recognize yourself. You may look at photos of others and although you know that the photos are edited and may not be 100% accurate, we still tend to compare ourselves and our lives to others. It is simply in our nature to do so and, “Even if you know that images you’re viewing on social media are manipulated, they can still make you feel insecure about how you look or what’s going on in your own life,” (HelpGuide)

When you analyze the magnitude of the effect social media has on our young lives and what it’s doing to us, it makes you question if it is worth it. No, it is not. Social media is dragging us down, making us more depressed, and causing long-term damage. I believe we need to limit social media in young lives to better our future.

Simon Glik never foresaw his arrest in public for using his cell phone camera. Yet that’s exactly what occurred in October 2007. Glik walked near the Boston Common when, in an obvious drug arrest, he noticed three police officers squatting with a guy on a park bench. Hearing a bystander exclaim to the policemen, ‘You’re hurting him,’ Glik, a lawyer himself, decided to bring the camera application on his phone to use and record the encounter between police and citizens. After police arrested the suspect of the drug and put him in custody, they rapidly switched their attention to Glik and his cell phone, which they knew that afternoon contained a record of their conduct. The police seized the phone and detained Glik on allegations of illegal electronic surveillance, based on a state wiretap law that makes it a crime to record audio without the permission of a second party.

State wiretap laws have become something of an emerging trend to arrest citizen journalists who document police behavior. After a citizen filming officers using what he thought was unnecessary force to break up a party, a Boston man was arrested in December 2008. In 2010, after posting on YouTube footage of his own traffic stop captured by his helmet camera, a Maryland motorist was charged with violating state law. In June 2011, after filming a traffic stop from her own front lawn, a woman was arrested in Rochester, New York. After reading an article about African American drivers being dis-proportionately stopped by the police, she decided to record the encounter once she noticed that it was African Americans that was the driver of the stopped car and Caucasians were the traffic officers. These are but a few examples of police arresting people for engaging in what has become known as citizen journalism. The extent to which media effectively influence political behavior is one of the defining characteristics of contemporary culture. This happens through a reflexivity mechanism. Reflexivity is a method in which individuals change their behavior based on the assessments they have got about their behavior. This behavioral reshaping is often anticipatory and based on presumptive reactions. That is, according to previous evaluations, people and organizations plan future behaviors. For government authorities, these assessments arise from public opinion polls shaped by media coverage of their day-to-day behavior, and either this feedback changes their general performance, or it reinforces excellent performance. Media, in the first place, serves as a political force that shapes public opinion as well as government behavior.

A number of agency-specific social, political, and budgetary factors affect the nature, shape, and ultimate success (or failure) of police administration when reviewing contemporary policing. Media are among the factors in shaping contemporary policing that play a crucial role. Police performances appear prominently every day in newspaper headlines, on nightly news broadcasts, and now more and more on social media websites like YouTube. Additionally, law enforcement in the media that news content analysis has shown that crime stories receive almost three-fold coverage as president, congress, or economy, with news coverage of criminal justice focusing primarily on police practices. With the increased availability of news via 24-hour cable channels and online news sites, police work stories continue to proliferate. While the police organization is often resistant to change, the development of new media at key points in police history has helped usher in periods of major police reform. It is interesting to note that the rise of the mass media closely parallels the rise of the first modern American police forces, both in the 1830s and 1840s making their initial appearances. In addition, each era of police reform was partially precipitated by advances in media technology that revealed limitations in law enforcement practices and threatened police work’s legitimacy. Therefore, new media exert a strong influence on police practices and contribute to police reform cycles. Early American police (1830–1931), as it became connected with political machines, was marked by corruption. The prevailing police strategy at the time called for close and personal ties to the community and a decentralized organizational structure when the first departments became fixtures of American cities in the mid-19th century. While this allowed police to become integrated into neighborhoods, police inefficiency, disorganization, and corruption were allowed by the lack of over-sight over officers. Police staff were political appointees, leading to partisanship both in law enforcement and election monitoring. Thus, the latter half of the 19th century found large city police departments governed by political machines and special interests where inefficiency, police corruption, and vice involvement became untuned realities.

In the absence of ethical norms, citizen journalism, and social media has the ability to spread misinformation and false allegations. This can be particularly difficult with coverage of law enforcement procedures in social media since the public often have misconceptions about the police. But this merely implies that police need to do a better job of informing the public about police procedures, particularly when police are the targets of cover-age critical news. Where police have traditionally avoided commenting in the press during accident or scandal periods, we have seen alternative voices dominating news commentary. Further, now that comment is increasingly coming from blogs and social media sites, police have little option but to inject themselves into the media spotlight when they become the story, or else they lose all government credibility. This may involve police to use the media to own their mistakes when headlines are bad and to encourage their success when headlines are nice. To this end, police can also choose to ‘create their own more interactive and participatory communication policies’ while making greater use of social media themselves. Simply put, the police must not prevent citizen journalism and social media if they wish to keep pub-like legitimacy; they must accept it or fall victim to it.

Citizen journalism and social media, like all fresh media technology, contribute to police responsibility. Virtually anyone with a cell phone and a personal computer can disseminate police performance data to the World Wide Web, establishing a dialog where problems such as police training, use of force, and police professionalism can be discussed openly. Unfortunately, some police organizations have not chosen warmly to be held responsible to the public they serve, and the technique of addressing citizen journalism by some organizations in the United States is similar to those used in non-democratic nations. While Egyptian blogger Alaa Abdel Fattah was captured by public authorities and jailed for 45 days for posting data and opinion on a website, in the United States, people who record police-citizen encounters and post this footage online are being detained and threatened with prison sentences ranging from 15 to 75 years. Additionally, it is unlikely that U.S. on the-scene policemen improvised the enforcement of state wiretap legislation on their own against citizen journalists. More probable, instruction on the use of such legislation came from higher up in the police organization suggesting that the arrest of citizen reporters would pre-vent police images from higher up in the police organization, or worse in the town or state government. There is something disconcerting about authorities celebrating the spread of citizen journalism overseas while taking measures at home to silence it. Today, the new news reporting paradigm is represented by citizen journalism and social media websites. A fresh challenge for law enforcement is understandably the potential of social media to take pictures of police straight to the public without first passing through state and institution media filters.

Education is about learning skills and knowledge. It also means educating or helping people how to do things. Education is an essential resource in the life of somebody that is really useful. Education distinguishes persons from other individuals. This empowers people and makes them deal with life problems. But in our nation schooling is always a privilege and not a need. Education consciousness has to be shared across the world in order to render knowledge accessible. But this vision remains incomplete without understanding the value of education, then citizens can know what it entails and then find it important for a decent lifestyle. (Placeholder2)

Is a tool to make one’s life easier. It is potentially the most significant tool for improving one’s life. Baby schooling starts at birth. It’s a gradual cycle ended in death. Education undoubtedly defines the nature of a person’s future. Education strengthens one’s awareness, abilities and improves mentality and personality. Perhaps notable of all, schooling impacts career chances for humans. A highly qualified person is expected to get a decent career as well. (toppr)

Education provides everyone awareness of the environment around us. It provides a view of looking at life inside us. It is the most important factor of the nation’s development. You wouldn’t try fresh concepts without learning. This means we would not be willing to improve the planet because there is no innovation without innovations and no country creation without innovation. (toppr)

Importance of Education

Education believed to be the most effective resource for reducing inequality and unemployment. This also brings prosperity to the world, because the greater the degree of literacy, the better the likelihood of growth. As it encourages to interact more and make choice use their experience. Education offers you resources for job development in order and increase quality of living. Education allows citizens autonomous of adulthood, because they are self-sufficient to gain a comfortable living. (the asian school)

Role of Education in Society

Education is the universal mechanism by which culture offers vital information to its citizens, including the concepts of essential data, work skills and cultural norms. One of education’s most important gains is that it enhances personal lives and makes the community work smoothly. Poverty can be removed by providing education and every citizen can make their contribution to the country’s growth. (the asian school)

Ways of Providing Education

Offline Education – Students are required to physically present in the learning location. Here the Proffessor / teacher delievers the lectures with respect to the topic in a lecture hall by gathering students at a particular place.

Online Education or E-Learning – the learning can be conducted through internet anywhere in the world . By recording lectures and uploading it on youtube channels or on websites. Example- YOUTUBE , WEBSITE, APP, etc

The versatility given is just another distinction. Learning online typically provides a more convenient time span. As a mentor, you can provide help via email or through an online chat program. Offline instruction usually takes place during working hours and doesn’t give the learner or the teacher as much versatility. (CPD)

YOUTUBE

YouTube is an interactive American video-sharing website. Stationed in San Bruno, California. The company was founded in February 2005 by three former PayPal employees-Chad Hurley, Steve Chen and Jawed Karim. The platform was acquired by Google in November 2006. Youtube currently acts as a division of Google. (wikipedia)

YouTube enables users to access, display, rate, post, attach playlists, track, comment on content, and other users to subscribe to. It offers a broad range of media videos that are produced by users and corporates. The material accessible comprises video clips, TV show images, music videos, short and feature films, voice files, film previews, live streams and other information, such as video tweeting, brief initial videos, and educational videos. (wikipedia)

Individuals post much of the content on YouTube, however media companies like CBS, the BBC, Vevo, and Hulu provide some of their information via YouTube as part of the YouTube Collaboration Scheme. Unregistered users are only able to view (but not post) videos on the web whilst verified users are now authorized to post an infinite amount of videos and attach commentary to videos. Videos considered potentially offensive are only open to approved users, who appear to be at least 18 years old. (wikipedia)

YouTube Premium (formerly YouTube Red) ) is a premium online subscription service providing advertising-free viewing of all YouTube-hosted material, unique original content created in conjunction with the developers of the platform, access to audio-only video downloads of the YouTube Music app, as well as offline storage and background storage of material on mobile devices. (dialogic learning)

The service was initially introduced as a Music Key in November 2014, providing only advertising-free downloading of music videos from the participating YouTube and Google Play Music labels. On 31 October 2015, the channel was revamped and relaunched as Twitch Red, widening its reach to provide advertising-free exposure to all YouTube content, as opposed to only songs. (Wikipedia)

Reasons Why YOUTUBE is the part of E-Learning

Integrating is genuinely simple. It’s an simple feat to connect YouTube videos to your eLearning course, thanks to the number of authoring resources and learning management systems out there. You can use YouTube videos to introduce a subject, clarify an online practice, inspire your learners, or simply expand your eLearning course’s content. (e-learning industry)

It can be used for creating an eLearning network, Everybody has a presence in YouTube as you already see for yourself. Using it as a forum for social learning provides you the ability to create a vibrant eLearning group where everyone can participate, contribute and express their views and ideas. (e-learning industry)

It is perfect for learning on the travel. It is made accessible across the YouTube network by uploading eLearning material to YouTube, which ensures that the learners can access it and watch it on the go from their smartphones and tablets, apps used in mobile learning. No matter how low the screen is, you can use YouTube as a forum not just for finding online video content, but also for posting presentations and encouraging you to join. (e-learning industry)

Enables micro-learning, How about the fast and successful YouTube tutorial videos? The use of microlearning videos ensures that complicated procedures and presentations of specific skills are provided in limited amounts which facilitate the retention of information. In fact, since YouTube is accessible for all platforms and encourages the learners to view longer eLearning videos in brief bursts, the audience can access the videos anytime they choose and take their own time to digest the knowledge that is being presented. (e-learning industry)

This promotes the development of note-taking skills. Note-taking skills are essential for both students and staff, as the ability to interpret knowledge and concentrate on key points helps cope with the modern world’s information overload. Using YouTube videos as part of your eLearning course helps the students to improve their note-taking skills by watching, rewinding and replaying the video content on YouTube until they have completely understood the meaning and main points. You may also build online tasks based on this, for example by having your learners to explain what they have just experienced in a particular time period on a video in a few terms. (e-learning industry)

Improves comprehension of complicated ideas, Some topics can be challenging to explain; the usage of YouTube as a virtual library to promote your eLearning material by allowing your learners exposure to its videos helps you to help clarify complicated concepts, processes and ideas. Videos are perfect for showing measures, so it can be profoundly successful to guide the audience through a process with a video clip, particularly in corporate training. Visual environments allow learners to quickly gain and maintain information, as well as to establish different skill sets, as presentation is the most efficient way to convey a message. (e-learning industry)

It enables learners to create their own YouTube videos, Finally, encouraging the learners to engage as part of an online community project in a video production can help them not only make sure they will utilize the valuable knowledge they have mastered, but also improve and strengthen their visual literacy and imagination. Try having specific instructions for them to know just what is required of them, as well as the training and services needed. You may also use their YouTube videos to enable the learners to share input, which encourages dialogue and enhances the acquisition of information. (dialogic learning)

In this rapid information era, it is undeniable that YouTube has become a well-known video-sharing platform. Our habits, for instance, the way of broadening our horizons, showing our talents or reading news, to name but a few, may silently be transformed thanks to the sudden appearance of this website. Indeed, Lewis, Heath, Sornberger and Arbuthnott (2010) have suggested YouTube is now the third biggest website on the plant, meanwhile the majority of its active were youth. This reflects that YouTube is of commonplace on the Internet nowadays. In effect, however, it is essential to understand how YouTube have secure its dominance in the mainstream and becoming the “game changer” within this generation. Thus, this essay will be discussing if YouTube is worthy of the title, the conditions that made it successful, and eventually the reason it’s lasting impact to the society.

Changing the way of how we learn is the major reason why YouTube can be a ‘game changer’ without a shadow of doubt. Back when the Internet does not exist, and YouTube has yet been developed. If people ever wanted to absorb knowledge, reading newspaper or watching television are their only option. However, there are limitation, live footage cannot be seen on a newspaper where most televised shows are scheduled. Clifton and Mann (2010) stated that the accessibility was the compelling reason why YouTube as a platform was deviated from the two mentioned. Studying on YouTube indicated that not only can people enjoy the amazing multimedia function which is more impressive than a piece of plain text, but it also provides a free schedule to users. Because of these crucial characteristics, more users are embracing the concept of absorbing knowledge via watching a YouTube video, rather than using traditional methods like reading. Unequivocally, people’s daily lives style has been changed significantly by YouTube.

As noted about the ‘game changer’, YouTube has contributed in changing the world’s information distribution though its varieties of functions. DeCesare (2014) belives that the use of interactive comment section and subscription for videos have provided a platform for users to create a unique playlist. Hence, YouTube is beneficial for user who wanted to have a user-friendly video sharing platform for various purposes. For past decade, there are only a handful number of tutors who would create a platform that provides free learning lessons on YouTube. But the introduce of the comment section have proofed to be efficient in offering a way to communicate between viewers and content creator. This may be one of the reasons of why tutors would like to upload tutoring videos on YouTube. From that it shows how YouTube have changed our learning method from not only reading but also the use of internet. Thanks for these useful functions, it became common and a success.

Regarding the free learning classes on YouTube, the lasting effect of substantial education is introduced to the world by YouTube. Indeed, a searching on YouTube and a mountain of lecture videos, experiment examples or tutorial classes can easily be sought in the result. O’Neill (2010) quoted that Salman Khan, a former hedge fund analyst choose to aband his job and choose to offering thousands of education video on YouTube. As a result, if people, even those living in the third world countries. Whenever there is a way connect on the internet, users can participate in numerous tutorial classes to absorb knowledges with no price. This case reflects that a free learning platform is provided for self-studying. More importantly, there are less restriction on YouTube. It is because elderlies may be embarrassed to study at school or joining substantial education classes where workers may have a hectic schedule with their works, so it is difficult for them to have a regular timetable to engage in some learning classes. In these cases, watching YouTube videos is an excellent idea for them to have substantial education and it keeps a spectacular learning phenomenon in the society.

To conclude, YouTube is indeed a ‘game changer’ due to its evolutional way of learning. Furthermore, multiple beneficial functions are provided which have contributed to its success. In addition, substantial education is given to everyone in the world as the lasting influence and it results in a wonderful learning atmosphere in the future of our society. Without YouTube, people may still be studying with the traditional and boring ways, reading books or attending tutorial classes in tutorial school. Therefore, the contribution of YouTube cannot be overlooked, and it is have definitely shown it is an indispensable website for substantial education in the future.

Reference

1. Megan O’Neill (2010) — 5 Ways YouTube Has Changed The World Forever which retrieved from http://www.adweek.com/socialtimes/youtube-changed-the-world/27206
2. Stephen P. Lewis, Nancy L. Heath, Michael J. Sornberger, and Alexis E. Arbuthnott (2010) — Helpful or Harmful? An Examination of Viewers’ Responses to Nonsuicidal Self-Injury Videos on YouTube which retrieved from http://www.sciencedirect.com.lib.ezproxy.ust.hk/science/article/pii/S1054139X1200047X
3. Andrew Clifton, Claire Mann (2010) — Can YouTube enhance student nurse learning? which retrieved from http://www.sciencedirect.com.lib.ezproxy.ust.hk/science/article/pii/S0260691710001802
4. DeCesare, Julie A (2014) — User Uploads and YouTube One Channels for Teaching, Learning, and Research which retrieved from http://search.proquest.com.lib.ezproxy.ust.hk/docview/1518647967/fulltextPDF/15C51A9C7A6749DDPQ/1?accountid=29018

The rapid rate of technological development during the information technology revolution is very significant to the functioning of our society today. The rise of the internet, social media and the video gaming industry are crucial in showing how our society has changed. The twenty-first century has experienced a technological revolution marked by rapid growth of information and communication technologies. Today’s children are growing up in an increasingly interdependent and globalized society, with unprecedented access to information, people, and ideas. The effectiveness and straightforwardness of communication and the changes and improvements in education since the rise of the Internet is one of the few ways the functioning of our society has changed. Social media is one way in which the dangers of the Internet can be shown. Although social media has been a fundamental part of shaping our society there are many dangers that come along with the use of it. There are also many ways in which video gaming affects society. Children are at the biggest risk in playing video games as they are at crucial developmental stages and the violence promoted in these games can give children the wrong idea about what is right in the society. These are all very crucial in the development of our society’s ability to function.

The Internet has changed the way we live and work. It has made communication easier and more efficient than ever before. It has also made it possible for people to connect with one another through instant messaging. This has helped people to stay connected with their friends and family even when they are away from home. In addition, it has made life easier for people who have a disability or need to communicate with others. It has allowed us to share information faster than even before. The Internet is a great tool for communication because it allows us to connect with others from all over the world. It has become a popular way for people to voice their opinion and communicate with others who have the same beliefs and interests. This is one of the many benefits that technology has brought to our lives. The Internet has also made it possible for people to find and get jobs and even make money. This has helped many people in their careers and personal life. The Internet has also made education more effective and easier to engage in. The technology that has been developed allows improvement in the productivity of time spent outside of the classroom. Email allows for easier communication between students and teachers and also allows for students to communicate with each if they are engaged in group projects. It has also allowed for new ways of education such as online university. Online universities target people who have other commitments such as work or family demands which prevents them from being able to attend a traditional university. There are a wide range of courses that are available for people of all ages to choose from and it is a lot more flexible and affordable than a traditional university (Snyder, 2013). They are able to watch seminars and submit assessments all from the comfort of their home. The internet also allows for class work to be put up (on sites such as Google Classroom) which benefits students and teachers. Students are able to catch up on class work if they are away and teachers can set up tasks for the students to do and can then see the answers all from their laptop which then helps them track how each student is doing in the class.

There are many ways that technology has affected our lives. One of the most important ways is through social media. People use these platforms to share information, pictures, videos and other forms of communication. It is very easy to get involved in online platforms such as Instagram, Facebook and Twitter. Close to a quarter of the world’s population is now on Facebook. Social networks fuel off interaction and communications between people, the more that they grow, the more powerful they become. Memes, publications and entire online worlds are created that reinforce their worldview and find others with similar interests and beliefs. The visibility of social, ethical, environmental and political issues would be much more limited without social media. However, at the same time social media is believed to be replacing real activism with ‘slacktivism’. While the activism on social media creates a stronger awareness of societal issues, it is being questioned as to whether this awareness is actually making a difference in the wider community. Some people believe that the use of social media to promote activism has only encouraged people to use their phones and computers to express their opinions on these issues rather than going out and actively participating in campaigns and other movements. These people’s support is limited to liking the post or sharing it with their followers. It is a common response that is given when people have the option to take the responsibility to act. When people are conferred with the option of ‘liking’ a social issue, they use this as an excuse for not putting time or money into a societal issue or a charitable cause (Gaitho, 2018). However, when people are to show their support in confidence, they are more likely to donate money or participate in campaigns. The researchers found that when a societal issue is placed on social media the actions taken (for example liking or sharing the post) are only done to satisfy the opinions of others or to follow the social norms, whereas people who take action (by either donating or campaigning) in private are doing so because the cause or issue aligns with their values. Social media can also be very dangerous, especially for children as they may not know how to use these sites properly. Children need to learn how to use these platforms safely and effectively. They should have a good understanding of what they are doing on these platforms. The Internet is a great tool for children to learn about things like cyberbullying. If they do not understand what they are doing on these platforms, it could lead to problems for them in the future. Many people think that social media is just a place where you can find information, communicate to people and make friends. However, it is actually a very dangerous place to live in. there are many dangers that come along with this type of environment so it is important that we are all aware of those dangers and can protect ourselves from them if it ever comes across us.

The video game industry has shown huge growth to become one of the most popular forms of entertainment around the world. Video game development has accelerated in recent years with the arrival of new platforms and dynamic games that are more complex and interactive than earlier products. Recent advancements in video games have incorporated augmented reality technology into their design. With children and adolescents being the main users of video games there are many concerns with the affect video gaming has on people. Children are very vulnerable as they are at crucial stages of development and this development is highly influenced by their environment. Many psychologists and researchers argue that violence in video games promotes aggression (Tompkins, 2003) while others believe that gaming is a secure form of entertainment with no link to violence. “Many scientific studies concluding that significant exposure to violent video games increases the risk of aggressive behavior in certain children. From this exposure children become desensitized to violence making them believe that the world is a ‘meaner and scarier’ place than it is” (Dunckley, 2016). These thoughts have shown hard to change later in life. Therefore, children start to believe that violence is a normal behavior as shown the the video games. Violence in video games has been compared to domestic violence, where children who are exposed to violence are more likely to become offenders or victims as they believe that what they have seen is normal (Tompkins, 2003). The thoughts that could come from video gaming are likely to develop into more violent and aggressive thoughts over time.

Youtube is a platform used by vloggers who creates content wherein millions of people can watch. Some of the reason YouTubers vlog is because it is their passion and a way for them to express their knowledge and concerns. Moreover, it has become a way to entertain the viewers. In addition, YouTube has become an avenue for vloggers to gain income through advertisement and promotion of products while businesses use this as a marketing strategy.

YouTube affects its users both the viewers and the vloggers. YouTube serves as a guideline to some and help them understand the things happening around them. Moreover, YouTubers also helps boost the confidence of the youth for it makes them feel good about themselves and they find them relatable. However, YouTube also affects the viewers negatively in a way that there are contents that displays violence and daring contents that is not suitable for children who are allowed by their parents to use YouTube. With that being said, YouTubers are influential thus making them responsible of whatever they will upload online for it will affect not only their viewers but themselves too.

People generally prefers to show things that makes them loved and entertaining to those who are watching them. However, some YouTubers also uses YouTube to tell their viewers about their mental health and how YouTube affects them.

Vlogging is physically and mentally tiring for the YouTubers for they have a lot to consider like subscriber count, views, content and the quality. Subscriber count is a necessity in YouTube if you want to succeed and earn and in order to gain many subscribers and increased in views, creators are to make content that will not only capture the viewers’ attention but will also standout from others since there is an increase in competition due to larger numbers of vloggers using YouTube. Moreover, YouTubers are to consider the lighting, quality of their camera and audio. Their stress does not only end when they finished filming for they sometimes overthink if their newly uploaded video did not get views as high as their previous one (Blackery, 2018).

Whatever YouTubers may choose to project online and though it may be fragmented but despite all of these, it may still reveal a part or parts of who they are as an individual (Premuzic, 2015).

In addition, knowing the background of their platform YouTube, the nature of their work which is vlogging, how YouTubers affects their viewers thus making them influential, the struggles they face and the weigh of their workload may help the researchers have a better understanding of the factors that may affect their personality online and offline and how it may differ or related.

The internet and its continually progressive nature have shaped society in ways that have alleviated difficulties with communication (e.g. social media) and entertainment (e.g. streaming services). Amongst the advantages of the internet, a multitude of studies have argued the negative effects of sustained exposure to social media. Although addiction to social media has not been recognised in the DSM 5, an abundance of work has shown that social media is as addictive as any form of drug or alcoholic substance (O’reilly, et al., 2018). Furthermore, O’reilly et al. (2018) asserted that adolescents are at risk for the deterioration of their physical and mental well-being, as they are regarded as avid users of social media.

Although social media platforms, such as ‘YouTube’, has been classified as an aid for providing information and entertainment to university students, the platform has been termed as a deficit due to the compulsive behaviour you may develop from utilising it. Klobas, Mcgill, Moghavvemi, & Paramanathan (2018) defined this compulsive behaviour as the inability to limit the excessive frequency of use on the platform. The compulsive behaviour of excessive YouTube usage must be modified for the reason that failure to control the use of YouTube leads to distraction from completing school-related work, thus resulting in stress-related mental states. The past two decades consist of a plethora of treatment studies aimed to treat the targeted behaviour of limiting the use of YouTube.

Young’s (2007) study consisted of 114 clients, ranging in age, who underwent CBT (Cognitive-Behavioural Therapy) treatments aimed to eliminate underlying factors contributing to online use. Each participant attended 12 counselling sessions in total and were provided surveys to be completed after sessions 3, 8 and 12 in order to examine the effectiveness of the treatment. A six-month follow-up was undertaken as part of the intervention for relapse prevention. A strength of this study was the large sample size as it provided more accurate values and significant outliers within the distribution of the survey data. A limitation of the data was the self-report measure utilised in the questionnaire, as subjective effects increased the likelihood of obtaining inaccurate results. The overall outcome of Young’s (2007) study was the decrease in thoughts and behaviours associated with compulsive internet use. Effectiveness of the CBT treatment was reported long-term as clients were able to maintain management of symptoms in the six-month relapse prevention follow-up.

Du, Jiang, & Vance’s (2010) study also utilised a CBT treatment aimed to reduce the frequency of excessive internet use. The study included fifty-six participants within the age range of 12-17 years old. The monitoring method consisted of no specific time frame; however, surveys were conducted before and after each CBT session and after the six-month follow-up. The intervention involved two conditions: one non-CBT intervention-based group and one group undergoing eight CBT sessions (teaching therapeutic learning principles for managing time and internet use). Although both groups reduced the frequency of internet usage and level of anxiety, the condition consisting of the CBT interventions revealed an improvement in self-management and positive emotional states. Generalisability of results was reported as a limitation due to its disregard of pre-existing conditions the participants may be diagnosed with. Du et al. (2010) stated that learning and psychiatric disorders, and deficits in speech and language development can affect measurements of the extent of treatment effectiveness. However, the intervention was effective on a long-term basis due to the six-month follow up.

A study conducted by Khazaei, Khazaei, & Ghanbari-H. (2017) entailed forty-eight participants, ranging in age, who underwent a series of behavioural treatments. The time frame of monitoring the behaviour of excessive internet use was not detailed, however, surveys were conducted before and after the entire intervention. The intervention consisted of 10 sessions of positive psychology, which entailed fostering positive thoughts, behaviour and emotions to sequentially improve overall well-being and reduce negative emotions. The intervention required fostering positive thoughts through community participation and reinforcement of positive emotions towards other people. A strength in this study was the random allocation of participants as this method limited participant variable from biases. Khazaei et. al (2017) conducted the intervention on students with internet addictions in one socioeconomic class. The restriction of diversity in the sample was reported a limitation as it restricted the possibility of evaluating situational differences between the participant and their treatment. The outcome of the study was the alleviation of intensity and rate of internet usage in students identified with internet addiction. The results did not include the duration of the effects of the treatment as the study excluded with no follow-up period.

The aim of this report was to produce an intervention that reduces the frequency of excessive YouTube usage from the participant’s behavioural analysis and the three behavioural treatments from Yong (2007), Du et al. (2010) and Khazaei et. al (2017) to eliminate the targeted behaviour of excessive YouTube usage. The behavioural intervention formed in this report was hypothesised to maintain levels of physical and mental well-being by reducing the use of YouTube, thus reducing stress-related emotional states. This case study entailed monitoring the targeted behaviour of Participant B (N =1).

The monitored participant, ‘B’, was identified as a part-time university student and part-time employed 20-year-old male. The behaviour monitored was excessive ‘YouTube usage’.

Operational definition

‘YouTube usage’ was defined as the concurrent or non-concurrent watching and listening of videos on the video sharing service for more than five times a day. An instance of the behaviour was initiated as soon as the participant clicked on a video on the YouTube website/ application. The behaviour concluded when the participant exited the entire YouTube website/ application. A questionable instance that was scored was when he watched videos from any social media website and were sourced (included a link) from YouTube. A questionable instance that was not scored was when videos (sourced from YouTube) were associated with his lecture material and/ or career training. The behaviour was regarded as a concern for the reason that the occurrence of the behaviour was greater than five times daily. A self-monitored event frequency method was utilised to record the frequency of the behaviour daily during a 10-day period.

Materials and Procedure

The method entailed the observation of the time of day, specific individual/s in participant B’s proximity, the geographical location, and the thoughts, feelings, and behaviour before and after the targeted behaviour’s occurrence. B utilised the self-monitoring method by recording each instance into an electronic Excel spreadsheet immediately after each occurrence. A strength to the self-monitoring event frequency method was B’s ability to observe and record his own interpersonal state, such as his physical and mental status associated to the targeted behaviour. Nevertheless, this method entailed a limitation to the replication of results and inferences to a population.

Results

Monitoring of the behaviour focused on the measurement of the targeted behaviours occurrence throughout the 10-day period. As shown in Figure 1, the first six days of the monitoring period consisted of the greatest frequencies within the entire monitoring period. The highest number of instances of the behaviour was revealed to be on the second, fifth and sixth day consisting of a value of six instances (Mean = 4.90, SD = 0.99). On the other hand, the least number of instances were present on the ninth day of the monitoring period with the value of three instances. A downward trend within the second half of the monitoring period showed a slight decline of instances, thus revealing a positively skewed distribution with more instances presented at the beginning of the monitoring period and fewer instances at the end. Overall the 10-day period showed variation between the number of instances, thus revealing inconsistency in the rate of frequency.

Behavioural Formulation

Participant B was a 20-year-old male identified with an internet addiction, specifically the behaviour of excessive YouTube usage. For the past two years, B has described an increase in levels of tension- and panic-related feelings due to entering advanced university work and beginning a new job. Furthermore, he has described himself a follower of well-known users on YouTube for over two years. In context, B’s excessive usage of YouTube is present with no one in his vicinity, and in areas surrounded by unknown individuals (i.e. public commuters). The behaviour occurs directly during events that disinterest B, such as watching an uninteresting movie or when feelings of boredom arise during study sessions. B has reported to routinely check his phone every morning when a new video is uploaded and is in interest to him. B reported that he used YouTube as a distraction to reduce his anxiety. B stated that when he used YouTube, he feels a relief from stress and feelings of happiness. However, B has reported to feel unhappy when watching YouTube for a long duration as he could not complete his work on time. The procrastination led to long term consequences of thinking B would not perform well in the future. The outcome of using YouTube relieved B from stress and increased feelings of happiness, hence why he continued to enact on this behaviour.

Discussion

The aim of this report was to collate behavioural data from participant B over a 10-day period to formulate a four-phase intervention that eliminates the frequency of YouTube usage to zero number of instances. The results revealed that there was no consistency in the rate of usage as it fluctuated daily. The time of day was considered an immediate stimuli for the behaviour to occur as B would engage in the behaviour regularly in the morning when he woke up. After using YouTube in the morning, B felt energetic and for this reason B would continually use YouTube on a daily basis. However, a consequence of this routine it’s distractive nature to which built stress from uncompleted school-related work. A long-term consequence was the negative impact on B’s physical health such as migraines and eye inflammations. This may explain why frequency decreased over days two to four and seven to ten as B was aware of the physical consequences of the targeted behaviour. These consequences can then be related to the contingencies (reinforcers and punishers) as positive reinforcement, positive punishment and negative punishment, respectively. As mentioned above, the findings were inconsistent, but all three articles showed consistency as they all supported the hypothesis. The intervention formulated for B was not fully integrated from the three aforementioned as they had large numbers of participants and the costly for this study.

The outcome goal of this intervention is to eliminate participant B’s behaviour of excessive usage of YouTube under conditions not related to university work. With a combination of Skinner’s theory of Operant Conditioning and Young’s (2007) study, this intervention consists of four phases that combines punishment using different schedules of reinforcements and a CBT strategy to attain the specific desired behaviour for each phase. The first phase involves a negative punishment contingency in a variable ratio schedule. The desired outcome of phase one is to have the behaviour occur less than 5 times daily. The second phase entails a positive punishment contingency in a variable interval schedule. The desired outcome of phase two is to decrease the behaviour to occur once daily. The third phase involves a positive reinforcement contingency in a fixed ratio schedule. The desired outcome of phase three is to acquire a form of stress relief and entertainment through a learnt CBT strategy. Lastly, the fourth phase is extinction, where B has learnt not to use YouTube at all for unrelated schoolwork.

Phase one consists of removing B’s mobile phone immediately after enacting on the targeted behaviour for more than five instances a day. By confiscating B’s device, this eliminates the chances of the targeted behaviour occurring more than the defined amount of excessive usage. The consequence would stop at the end of the day by giving back the phone. Intensity of this consequence is considered quite severe compared to phases two and three due to the necessity of his mobile device in his daily life. Once B could maintain using YouTube less than five instances a day for six days, B can progress to phase two.

Phase two involves administering an online add-on, ‘website block’, to B’s devices which blocks a user from entering any website. Administering the consequence entails applying the add-on after an unpredictable amount of times for the following two days, which is ideally resistant to extinction. Although the rate to respond to the change of behaviour is slower than phase one, the change is steadily occurring. After B has adapts to using YouTube once daily, B could progress to the next phase.

Phase three entails administering the CBT treatment. As B has reported to practice music, instrumental playing can eliminate the target behaviour whilst relieve the unpleasant emotions of relapse. Administering this strategy of learning a new skill is aimed to prevent relapsing and to cope with stress and anxiety whilst it increases levels of entertainment. The CBT strategy should be administered for the last two days and another 10 days to aid in decreasing the rate of behaviour occurring and diminish the occurrence of a relapse. In the last phase, punishments in both phase one and two will be detracted and B should not act on using YouTube. For this very reason, the behaviour should not be punished anymore as it is an automatic response to B to not think of using YouTube again. Once the intervention is applied, B can invest in more time to think about his future and to also perform well in his studies. Overall the intervention aimed to teach the desired behaviour using scheduling of reinforcement and punishment.

As the treatment was focused on the pattern of the targeted behaviour within a 10-day period, effectiveness of this intervention may be affected due to the inefficient time for the participant to adapt to the change of behaviour from the consequences. Additionally, a limitation to the method of self-monitoring is the idea of using YouTube for university- or work-related activities but getting side-tracked. This disregards the instance as the targeted behaviour. Another limitation to the study is replication of results and application to a population due to individual personality traits.