THE EXCLUSIONARY RULE Essay Example | Topics and Well Written Essays - 1000 words

THE EXCLUSIONARY RULE - Essay Example On the other hand, under the Fifth Amendment no person â€Å"shall be compelled in any criminal case to be a witness against himself† (United States Constitution, Fifth Amendment) thus, a person is protected from self-incrimination. In the same manner, the Sixth Amendment guarantees the right to counsel, thus a statement made by a person to the police without the assistance of his or her lawyer may be excluded from the court proceedings (Berg, 2008). The application of the exclusionary rule in the United States has been defined by many leading cases decided by the Supreme Court. The case of Boyd v. United States (1886)1 is one of the earliest leading cases where the Supreme Court applied the exclusionary rule together with the Fourth Amendment. According to the Court in this case, the invasion of the â€Å"indefeasible right of personal security, personal liberty, and private property† violates the provision of the Fourth Amendment and any evidence gathered through the unreasonable search and seizure should be excluded in the court. The application of the exclusionary rule in relation to the Fourth Amendment was later on strengthened by the decision of the Supreme Court in the case of Weeks v United States (1914)2.The case of Weeks v United States (1914)3 is the first case where the United States Supreme Court established a strong exclusionary rule under the Fourth Amendment. According to the Court in this case, the warrantless seizure of objects or items from the residence of a private individual is a violation of the rights established under the Fourth Amendment and as such, these objects or items may not be used as evidences in a court proceeding. The Court also said in this case that the exclusion of these objects or items extend to the illegally obtained evidence in federal court. The exclusionary rule in the United States was further strengthen in the decision of the court in the case of

Ib Theatre Ri Noh Costume Essay Example for Free

Ib Theatre Ri Noh Costume Essay Noh is known as the classical lyrics drama of Japan. Noh is a combination of serveral dance and drama forms that came before it. (Noh and Kyogen) It embraces the peoples love for the religious and cultral traditions that involve the mix of Japanese Dengaku and Sarugaku (which is a mix between a style of dance and mime). (Noh and Kyogen) Noh is fundamentally a symbolic theatre that focuses on the representation and appreciation of ritual traditions and the appreciation of culture. A tradtitional romantic play in Noh theater is Hanjo (Lady Han). The story of Hanjo is about a yujo named Hanago that works in an inn. A man named Yoshida no Shosho came into the inn for the night on his journey east. Hanago and Yoshida no Shosho fell in love and exchanged fans before he leaves for his journey. After Shosho is gone Hanago becomes nicknamed Hanjo becuase of her deranged and obsessive love for Shosho with the only memories of him being his fan. In this love story, the fans are a representation of the giving of their hearts to one another (connecting to the plot of which this story was derived from); in which the only memory that the women has of her lost lover is the fan. Throughout the play Hanjo constantly has Shoshos fan in her posession and the more she waves the fan in the play, the more deranged she becomes thoughout the play. (Keene) One of the main aspects of Noh theater is the use of masks and to a Noh actor, the mask gives the actor behind the mask the responsibilty to be the living embodiment of the qualities he is called upon to represent. Toki) The masks in No theater that are commonly usedare the masks that were created between the fourteenth century and the seventeenth century and are prefered to be used in a performance rather than modern mask for the modern mask lacking in origionality compared to the classic. (Toki) In Noh theater, generally the Shite (main actor/ protagonist) actor is the only actor masked in the play, but in certain instances the Shitez-zure (assistant of the Shite) will also wear a mask but only when representing a female character. Toki) Even though the Shite is the only actor to be wearing a mask, the Shite will not wear a mask when representing a character in a earthly or a realistic piece of work and theatrical make-up is rerely and often not used during Noh performances. (Toki) The most common masks that are used are masks that represent female characters. The female mask are used to represent women of all ages and symbolize at times the beauty of the women or the ghost/ spirits of dead women. Toki) Different masks are used to represent the three main type of women, which are catagorized by age. (Toki) Young women are represented by ko-omote, magojiro, and waka-onna; the middle-Aged women are represented by Shakumi, Fukai, and Zoh; and finally the Old women are represented by uba and rojo. (Toki) Yet on occasion the Hannya mask is used in order to represent the vengeful women and conveys negative expressions and attitude. (Toki) When it comes to the costume design for Noh performances there are four different catagorities that the costumes can be organized into: costumes that are worn as undergarments, those worn over the under garments, costumes resembling skirts, and costumes that divide the actors upper section and the lower section of the body. (Toki) A Shite costume with five layers and outer garment of brocade creates an imposing figure on stage that can be even more imposing when a red or white wig is added. (Toki) A very typical gown style worn by women is the Karaori, which is woven with threads of gold, silver and other colors. Toki) Like most costumes in Noh theater, the use of color is major in determining the characters in the play. (Toki) Using red in the color scheme of any of the costume is best fit for a young character. (Toki) The most common costume for woman characters is the kinagashi (worn flowing), as well as the most common way of wearing kimono. (Toki) The outer robe over the under robe hanging from the shoulds to the ground and tied at the waist. (Toki) Another costume in Noh theater is the nuihaku (embroidery, foil) that can be used for both male and female characters. Komparu) A short-sleeved robed with a gold-foil or a silver- foil woven into the costume and embroidery, taking on the style of the satin-weave base. (Komparu) This costume is worn in the style of the koshimaki and includes the aslpects of being draped down from the waist, also resembling the nugi-sage. (Komparu) The nugi-sage (removed and draped) is a costume that will often symbolize a women that is mad. The right sleeve of the outer robe is removed and draped down the back, representing the decaying mind state of the women that is becoming mentally unfit. Komparu) Karaori (Chinese Weave), even though being influenced by the woven style of Chinese clothing is a good representation of Japanese Noh costumes. (Komparu) The robes can be manipulated in order to classify the different characters. It could either include the traditional color red in order to represent the young women characters or can be used without red in order to symbolise the middle-aged and older characters. In order to create the representation of a womens skin, resort to the surihaku (foil applique). Komparu) Using the same style of the short-sleeved nuihaku with the gold-foil or silver-foil being woven into the costume with red indicates that the character is a woman. (Komparu) Another critical representation of women characters are the styles of katsura (wigs) supported by the katsura obi (wig bands). (Komparu) The narrow bands are long strands that are tied around the outside of the wig and are left hanging down the actors back. (Komparu) The bands still include the aspects of the gold-foil or silver-foil with the choice of red or not. The koshi obi (hip bands) can be used for both male and female characters. (Komparu) This resembles the mizu-goromo or is used with nuihaku in the style of koshimaki (draped from the waist). (Komparu) This costume is wrapped around the hips over a three quarter length. The tradtional styles of wigs that are used to indicate women character are the katsura, which is generally tied back or can be lengenthed to be the naga-katsura- (long wig) by attaching the long hair to a small square cloth and tied onto the actors head then rearranged for the performances. Other styles include the kasshiki-katsura (the religious wig), the midare-bin (untidy or disordered wig), and the uba-katsura (old womans wig). (Komparu) For the costume design for Hanjo there are certain aspects from each of the traditional costumes that could come together to create a beautiful costume along with conveying ,the character, Hanjo going mad without her lover, Shosho. The most fitting costume style would be the mugi-sage (removed and draped), which is generally known for symbolizing the concept of a mad woman with the disordanized and rugged look of the right sleeve of the outer robe slipped of and left to hang down the back of the character. The colors of the robe would include the same aspects of the nuihaku and the surihaku with the silver-foil woven into the fabric and the traditional red to indicate that the character is a young woman. The headress of Hanjo would include the idare-bin (disheveled tresses) style of wig in order to help convey the slow affect of Hanjo becoming mad without her lover; and the traditional katsura obi (wig band) with a red trim will support the headress itself and the concept of a female character. For props, Hanjo will hold bamboo grass in her hand which symbolizes a mad women. Along with the bamboo grass, Hanjo will hold a fan that will be a representation of Shoshos fan that she recieved and will be used to be waved more rapidly to symbolize Hanjos madness.

Anti-Depressants and Teen Suicide Essay -- Teenage Suicide Essays

Abstract Two percent of preteens and five percent of adolescents suffer from depression (www.about-teen-depression.com 2014). There are specific signs and symptoms associated with depression, which are helpful in detection of the illness. There are various ways to treat depression, such as medication, group therapy, and/or herbal supplements. There are pros and cons with each treatment, but the worst coincides with the medication –suicide. Much research has been conducted, which will be discussed in the paper that has shown a link to antidepressants and suicide. However, there is also evidence that the suicide rate could be decreased with proper diagnosis and early, supervised treatment for depression, especially when dealing with children and adolescents. Introduction Depression is the newest epidemic sweeping across the world, affecting adults, teenagers, and even children. In fact, surveys have indicated that one in every five teenagers suffer from clinical depression (NMHA 2004). The illness can be found anywhere and appears to make the news each and every day. Depression is a condition that has no preference in its victims, meaning that it will strike people of all ages, races, and backgrounds. However, research has indicated that the onset of depression is now occurring earlier in life compared to past decades (Klerman and Weissman 1989). Knowing this, depression is a condition that needs to be cured immediately. There are many signs and symptoms commonly associated with depression, although most do vary with each individual. Most symptoms include frequent sadness, feelings of hopelessness, decreased activity, persistent boredom and low energy, social isolation, low self esteem, extreme sensitivity, frequents complaints of illness, poor concentration, and thoughts or expression of suicide (www.focusas.com). In order to be diagnosed as suffering from depression, patients must have 2 or more of the above symptoms for at least two weeks that cause severe distress or interfere with daily life (Zoloft 2001). The specific causes of depression are not known. It is suggested that depression is actually a result of a combination of certain factors, such as biological and psychosocial factors (Kendler 1995, www.surgeongeneral.gov 2004). Most likely, depression is the result of a chemical imbalance of neurotransmitters in the brain (NYU 2004). Thes... ...ent of pharmacotherapies for clinical depression in children and adolescents. Drug Safety. Jan; 20 (1):59-75. Shaffer D, Craft L. 1999. Methods of Adolescent Suicide Prevention. Journal of Clinical Psychiatry. 60: 70-74. Simon H and Stern T. 2003 – Review. Harvard Medical School. Strober M, Schmidt-Lackner S, Freeman R et al. 1995. Recovery and relapse in adolescents with bipolar affective illness: a five-year naturalistic, prospective follow-up. J Am Acad Child Adolesc Psychiatry 34(6):724-731. Sullivan, P., Neale, M. C. & Kendler, K. S. 2000. Genetic epidemiology of major depression: review and meta-analysis. American Journal of Psychiatry. 157: 1552-1562. Vanderkooy JD, Kennedy SH, Bagby RM. 2002. Antidepressant side effects in depression patients treated in a naturalistic setting. The Canadian Journal of Psychiatry. 47: 174-180. Wagner KD, Ambrosini P, Rynn M, et al. 2003. Efficacy of sertraline in the treatment of children and adolescents with major depressive disorder. JAMA. 290: 1033-1041. Whittington CJ et al. 2004. Selective Serotonin Reuptake Inhibitors in childhood depression. Lancel. 363: 1341-1345. Zoloft. 2004. . [accessed 21 September 2004].

Valuing Project Achieve

Introduction After years as a teacher and principal frustrated by the inability to effectively track school and student progress, Stacey Boyd and HBS classmate Mandy Lee founded Project Achieve, an information management system for schools. In a quickly changing industry with fast-moving competitors, Project Achieve aimed to use leading-edge technology to reduce the workload of teachers and administrators while simultaneously keeping parents and students aware of performance. In an attempt to raise capital from an array of investors, Boyd needed to assess the firm’s value before moving forward. Project Achieve’s Competitive Advantage_ Project Achieve hopes to differentiate itself from its competitors via its emphasis on a completely web-based product and its founder’s knowledge of schools and teachers, its two main competitive advantages. As the first mover amongst entirely web-based products, Project Achieve hopes to gain significant market share before imitatio ns of its products appear. Being entirely web-based, the system was created in a standardized manner to allow numerous schools to have the capability to use the system and get support simultaneously. In short, the firm’s products are especially scalable. The company will also collect tremendous amounts of information on students, creating yet another potential revenue stream from advertisers and content providers. Potentially, Project Achieve could evolve into the nerve center for schools. With high switching costs, such a position could be attractive to content providers and other potential acquirers. Compared to NCS’s SASI and ABACUS, Project Achieve has a more integrated web-based design and most importantly, is cheaper. Additionally, Project Achieve features an easier template and user-friendly interface compared to similar systems like IMSeries. With the potential to be used by administrators, teachers, parents, and students, Project Achieve could possibly become the platform for distance learning and communication among the aforementioned parties. This partly rests upon Boyd’s ability to gauge the technology needs in academia. Luckily, Boyd’s knowledge of the space is one of the firm’s competitive advantages. Unfortunately, the company’s technological advantages will probably be short-lived after the product hits the market, since competitors are likely to imitate Project Achieve and also move to ntirely web-based products. Additionally, the firm’s marketing strategy depends heavily on the support of governors, but it is questionable whether the firm has the necessary lobbying resources to gain their support. We also question the firm’s ability to entice schools to buy its fee-based program without a sales force. Comparable Company Analysis Based on Exhibit 3 from the case, Project Achieve has nine public companies that can be indentified as comparable. Project Achieve’s closest comparable companies are Click2learn. com, Learn2. com, and Vcampus. These companies are most similar to Project Achieve in that they are all primarily online learning and training courseware. In addition, these three companies are relatively new in the marketplace with the oldest company, Learn2. com, going public mid-year 1994. Finally, these three companies have little to no debt, similar to Project Achieve’s reliance on internal funding. Boyd can use her research on comparable companies in her valuation of Project Achieve to calculate Project Achieve’s beta. The comparable companies could also be used in a multiples-based valuation analysis. Unfortunately we don’t have a complete set of data for each firm’s number of subscribers, otherwise we could have done a valuation based on value per subscriber. _Project Achieve’s Discount Rate_ Boyd should use a discount rate of 19. 0% in her valuation of Project Achieve. This rate was determined using Achieve’s three most comparable companies, Click2learn. com, Learn2. com, and Vcampus. These comparables’ equity betas were determined based on the movement of the market and company returns since their inception. We unlevered these betas and took the median to estimate an industry beta. We assumed an asset beta of 1. 15 (the median asset beta of the three comparable companies) and a debt beta of 0 (with no interest bearing debt) for Project Achieve. Using the 30-year treasury rate (5. 94%) as the risk-free rate because of Project Achieve’s expected life and a historical 7. 0% market risk premium, we calculated Project Achieve’s discount rate at 14. 0%. This discount rate values Achieve as a public company, comparable to its public counterparts. As a non-public start-up, however, Project Achieve is far more risky than the more established comparables discussed above. Thus, we added a 5% start-up risk premium to reach an appropriate 19% discount rate for the valuation of Project Achieve. (See Exhibit #1) Valuing Project Achieve In order to forecast the value provided by each customer type to Project Achieve, we must first identify the breakdown of customers based on the probabilities given in the case, and then forecast the cash flows associated with each type of customer. To determine the probability of a generic targeted school falling into any customer category, we created a decision tree. Exhibit #2) Per our analysis, there are five end user states – perpetual Achieve Express users, two-year users of Achieve Express, perpetual users of Achieve Express and Achieve Logic, two-year users of Achieve Express and Achieve Logic, and targeted schools that didn’t respond – all with varying probabilities. Now armed with the percentage breakdown of customers expected for Project Achieve, to determine the value of each customer we mus t forecast the cash flows associated with each type of customer. Exhibit #3) All of the costs and revenues associated with each type of customer are detailed in Exhibit #3. After calculating a WACC of 19. 00% and forecasting cash flows for each type of customer, it is easy to find the net present value of each customer. Not surprisingly, two-year Express users are the only loss makers for the firm, with a value of -$386. 63 per two-year Express user. Perpetual Express users, two-year Logic users, and perpetual Logic users are each worth $1,315. 79, $15,588. 16, and $44,659. 4 respectively. (Exhibit #3) Now that we have calculated the value per customer for all of our customer classifications (Exhibit #3), we can apply the probabilities found in our decision tree (Exhibit #2) to find the overall value per targeted customer. Doing so, we find that each targeted customer has a value of $5,102. 49. (Exhibit #4) Going one step farther, we matched the value per targeted customer with the forecasted number of customers targeted to find the total value of all of Project Achieve’s targeted customers. Discounted at WACC (19. 0%), all of the firm’s targeted customers are cumulatively worth $78,805,398. (Exhibit #5) Using the DCF method, the after tax value of Project Achieve is $11,991,608. (Exhibit #5) The valuation of Project Achieve is extremely risky considering the dependency of the company’s cash flows on customer acquisition and retention. In addition, Project Achieve’s tax rate along with its carry-forward loss of $1 million will significantly affect its value. The assumptions used in valuing Project Achieve are: Total estimated overhead costs 1999-2000 are $6,524,826 (case Table A) Total costs increase 20% per year for 4 years and after the fifth year costs rise in line with subscription base Revenues grow 2% annually after year 5 (rate of increase for target schools) No inflation taken into account on growth rate because downward pressure on prices with new market entrants will counter inflation $1 million loss incurred to date (will carry forward in tax burden and increase the value of Achieve) 35% tax rate (ignoring depreciation) The Role of Investors Given Project Achieve’s status as an early-stage start-up, its lack of a sales force, and its need to develop relationships with political authorities and schools, the firm requires investors that understand start-ups and can help market its products. Angel investors like Daniel Eliot don’t seem to fulfill either of these requirements. Venture capitalists deeply understand start up businesses and could provide a big chunk of capital, but they don’t know schools, their valuation is lower than Jostens’, and they would be no help in gaining traction for Project Achieve’s products. Additionally, a VC firm would likely require much more control than the other types of investors. Strategic investors are the most compelling. A strategic investor may wish to complement its own growth by integrating Project Achieve’s new technology into its business. Since strategic investors are almost always in the same industry as their targets, they can often help with industry contacts and business expertise. For example, Jostens knows schools, has a sales force in the field calling on schools, and offers the best valuation. We would go with Jostens now, perhaps bringing in a venture capitalist in a later round. We would also keep in mind the possibility of selling out to Jostens down the road if Project Achieve’s products gain traction. Potential investors have widely varying estimates of the value of Project Achieve because our valuation has many aspects. Primarily, different investors may have different forecasts of product adoption rates. As discussed earlier in the paper, we feel that Boyd is being excessively optimistic about the probability of schools purchasing her fee-based program without prompting from a sales force. Since our valuation is entirely dependent on the probabilities displayed in our decision tree (Exhibit 2), if different investors had different calculations for these probabilities, their valuations would be drastically different. Boyd needs to make sure she is realistic in her forecasts of product adoption, for they will set the stage for valuation discussions. Computing the explicit valuation, whether pre-money or post-money, is simple and unlikely to lead to disagreement. The valuations may differ, however, based on how big an investment is made. Since the three potential investors, Daniel Eliot, Jostens, and the angel investors, were all offering different amounts of capital, it makes sense that their valuations would differ slightly. Quantifying the implicit valuation is what makes valuing the firm particularly problematic. The implicit valuation includes valuing warrants, liquidation preferences, and dividends. Additionally, there are non-quantifiable valuation factors such as pre-emptive rights and anti-dilution provisions. To have a better deal, it is important for Boyd to present Project Achieve’s business opportunities thoroughly and disclose all useful information.

Effect of Text Messaging on Teen Age Students

SINHGAD TECHNICAL INSTITUTES CAMPUS SINHGAD INSTITUTE OF MANAGEMENT A Study on impact of text messaging on teen age students Prepared by Rambhu kumar(11) Komal jaiswal(15) Pankaj kakani(17) Sukirti keswani(18) Nitin maske(19) Introduction 1 See it? Hear it? Take it! This is still the mantra of many schools across the country that succinctly summarizes the policy concerning cell phones in schools; in essence, they are banned. Yet, most teenagers are nearly inseparable from their cell phones, not because they are constantly talking, but because they are connecting with their friends through text messaging.As a phenomenon, this was originally unprecedented and unpredicted, especially because text messaging capabilities were designed strictly for mobile phone companies to communicate with their customers. Teenagers, digital natives born into a world rich in technology who take ubiquitous computing for granted, tend to lead the way with most technologies, and text messaging is no differen t. The popularity of text messaging has placed people in positive and negative situations. On the positive side, text messaging is utilized as a source of information and reminders.Even the parents get to learn about it from their kids’ . Whereas on the negative side, teenagers are easily distracted at school. Instead of paying attention in classes, students are texting away. I've seen this happen a lot in college. Especially in high schools, this leads to falling grades, and poor report cards. Some kids are up late messaging their friends, which experts believe could have a significant impact on sleep. What are some of the effects that texting is having on teen age students?That is the question that our group explores in this paper. We conduct surveys and take a look at scholarly and periodical articles, looking to find some of the effects that the modern day texting phenomenon is causing. We examine the impacts that texting is making on our language and writing skills, the impacts on teenagers and their social lives, and the dangers of texting and driving. Review of Literature2,3 Through a review of literature from diverse disciplines and both scholarly and popular media, we examine two questions: 1.How are teenagers using text messaging in their everyday lives? 2. How can text messaging be used in educational settings? Mode of Inquiry Modern cellular phones have countless applications that allow them to act not only as mobile phones but also as music, video, and game players, cameras, global positioning systems, and devices that provide access to the Internet and a host of applications. For this particular analysis, the focus is strictly on teenagers and young adults (ages 11- 21) using the short message service (SMS), or text messaging capabilities.It does not include the use of SMS to post to Facebook, Twitter, or other social networking sites, as that would require the receiver to have access to Internet to read such messages or post replies. Teen Use of Text Messaging Reasons for Use Teenagers have adopted text messaging as their primary form of text-based communication, preferring it even over e-mail (Lenhart, 2009); there are several reasons for the popularity of text messaging. First, it is quicker; adolescents have found that by texting, they can forego the normal chit-chat involved in phone conversations.One teen stated that even for a quick question, you’d have to go through the niceties of greetings and spend time talking about other things (Faulkner ; Culwin, 2005). Text messaging is also cheaper, because messages are generally charged by the message, not the word count. In contrast, the cost of a phone conversation varies as it is charged by the minute. Also, the location of sender/receiver does not affect the charge. Many teenagers pay their own mobile phone bills, and pay-as-you-go plans allow them to budget more accurately (Faulkner ; Culwin, 2005). Finally, many teens state that text messaging is more co nvenient.Phones can be switched to silent mode, so they do not disturb others, and allows texting to be done surreptitiously and away from parents or teachers (Grinter ; Eldrige, 2001). E-mail is the preferred mode of communication for school or work, but when teenagers want something that is fast, immediate, and can be done anywhere – texting is preferred (Lev-Ram, 2006). For teenagers, the cell phone is almost always with the person, so it is constantly accessible. Being small and silent, the cell phone is easily transported and used furtively under the supervision of authority, as compared to email, which requires a computer (Thurlow, 2003).Many teenagers have reported that they share a computer with family members or that it is in a common area of the home so instant messaging and email can be observed (Faulkner ; Culwin, 2005). In addition, because the phone displays both text and sender, the user can choose when and if to respond to a message and has time to compose an appropriate response. Girls, in particular, often invite others to help them compose their responses (Faulkner ; Culwin, 2005).Reid and Reid (2004) have also theorized that another part of the attractiveness of texting is the visual anonymity it seems to afford, especially for socially anxious people, as the texter does not need to see/hear the recipient. In addition, it provides almost perpetual contact for those who are lonely. Lohnes Watulak (2010), drawing on the work of Thurlow (2003) and Clark (2005), sites the desire for constant contact as a significant reason for undergraduate students to text during class, even if they acknowledge that that texting is rude and the content is trivial. Need for studyWith general overview of today’s society, cell phones are becoming a modern day necessity among teenagers. The reason why they are in so much demand is because of text messaging which is the most popular mode of communication these days. The need to study this particular t opic is to find out the impact of this mode of communication on teenagers, both positive and negative. And also to see whether it is actually a necessity or just a trend which is followed because of its popularity. In this research we are also going analyse the future impacts of text messaging on teenagers.How mobile companies are using the increased use of text messaging to their advantage is also discussed in this research project. Statement of problem There have been many ill effects on education pattern of students, because of these text messaging phenomena. The institutions are finding it hard to cope with this habit of teenagers as it is leading to a lot of distraction and also parents are worried because of falling grades of their kids. The biggest issue of all is that student are not ready to detach themselves from their mobile phone.That’s why even if institutes and parents come up with a solution to the problem, it is next to impossible to implement it. Objectives 1 . To understand the habits of teenage students regarding text messaging. 2. The impact of text messaging on the text messaging on teenage students (positive and negative). 3. To understand and analyze the usage of mobile phones during class hours. 4. To understand the extent to mobile usage for communication among teen age students. 5. To understand whether prefer normal messaging or online messaging. Hypothesis . Teen age students knows about various applications used for messaging. 2. Text messaging has various effects on teen age groups. Research Design and Methodology4 Sampling Design Sampling is process of taking sample from large population. We have design questionnaire and on the basis of this questionnaire we have collected the data from school and colleges. Sources and Methods of Data collection We prepared a questionnaire containing total of 14 questions in definite order. The teenagers have to give answers of questions of questionnaire. 100 tudents from a Sinhgad Institut e were used as participants in this research. These participants were selected randomly. Methods of Analysis and Statistical Tools We have collected data from 100 samples and used chi-square method, SPSS software, excel. Facts and finings Q. 1) you communicate with your friends and known people by 1) Text messaging 2) Messaging through net 3) Messaging through landline 4) Call through mobile 1) 36% 2) 30% 3) 4% 4) 30% Q. 2) How frequently you communicate with mobile messaging? 1) Daily 2) Sometime 3) One’s in week 4) One’s in month 5) No ) 47% 2) 33% 3) 6% 4) 5% 6) 9% Q. 3) How often you recharge your message packs? 1) One’s in week 2) One’s in month 3) Twice in month 4 ) Others 5)No 1) 15% 2) 40% 3) 17% 4) 13% 5) 15% Q. 4) Are you satisfied with your mobile text messaging for effective communication with your friend circle? 1) Fully satisfied 2) Less satisfied 3) Moderate 4) No 1) 47% 2) 14% 3) 24% 4) 15% Q. 5) Do you enjoy text messaging communication t hrough mobile phone? 1) Sometimes 2) Every time 3) No 1) 54% 2) 8% 3) 38% Q. 6) Do you keep sending messaging even during class hours? ) Sometimes 2) Every time 3) No 4) Only in emergency 1) 54% 2) 8% 3) 38% Q. 7) Do you think it is good to use mobile phone during class hours? 1) Sometimes 2) Every time 3) No 1) 54% 2) 8% 3) 38% Q. 8) Does your school allow use of mobile phones generally? 1) Sometimes 2) Every time 3) No 1) 43% 2) 9% 3) 48% Q. 9) According to you what are the advantages of text messaging? 1) Sharing information 2) Cheaper way of communication 3) Quick way of communication 4) No effect 1) 26% 2) 30% 3) 40% 4) 4% Q. 10) According to you what are the disadvantages of text messaging? )Spelling mistakes ; Grammatical mistake 2) Copying 3) Morphing 4) Wastage of time due to messaging 5) Sometime effect on IQ level 6) No effect 7) Others if any(Specify)- 1) 34% 2) 27% 3) 15% 4) 7% 5) 7% 6) 10 Q. 11) Does it disturb your concentration during classrooms? 1) Fully 2) Partly 3 ) Not at all 1) 14% 2) 40% 3) 46% Q. 12) Does it affect your study after school hours 1) Fully 2) Partly 3) Not at all 1) 23% 2) 19% 3) 58% Q. 13) According to you which mobile operator is popular? 1) Vodafone 2) Airtel 3) Idea 4) Others (Specify)- 1) 41% 2) 20% 3) 18% 4)21 Q. 4) during which time you prefer to text? 1) Some specific time 2) Spare time 3) before class hours 4) After class hours 5) every time 1) 35% 2) 22% 3) 4% 4)7% 5)32% Scope and Limitation of the study Significant research has been conducted on text messaging among teen age students of SIT and how their personal as well as school life is affected because of it. We also analysed negative effect on teenagers and to what extent it has done bad to students. Further we studied about some positive effects of texting and how it helped them knowledge sharing and cost savings. 1. What role does and should text messaging have in school? . What impact does long term use of texting have on youth literacies? 3. Can text messa ging increases student’s reading and writing abilities in ways not currently addressed through traditional means? 4. Can text messaging reminders increases student participation and achievement without aggravating the already prevalent digital device and teacher workloads? 5. If cell phones become an accepted educational tool like calculators, will the dire predictions of increased distraction and poor language use come true or will cell phones become as common-place as overhead projectors and what are the implications of this? ConclusionCell phones have become a modern day necessity, to the point that they are a must have for every teenager. Teenagers are getting increasingly attached to these devices, depending on them more and more for their communication with their friends or family. About 80% of teenager’s text on a daily basis. Many of the people I surveyed  received their first phone between the ages 11- 15. They also started texting as  young as 11 and as o ld as 17. Teens have created a whole new language through  texting which researchers refer to as short message service (SMS) language or  texts. Everyday  students are adding words to the language.Some of the SMS language some believe texting has a negative effect, positive effect, or does not have an effect at  all. Through our research we analysed that texting had some impact like students could share information and other important notices. Also it has proved to be a less expensive mode of communication and parents also got to learn from their kids. Whereas there are numerous negative effects like the grammar of the students is affected to a great extent. Also students have started using short forms for words to save space and time. Another big risk is Morphing and sending unwanted pictures of girls which leads to big scandals.It has even lead to bad psychological impact on students. Irrespective of above mentioned effects students find it very important these days to hav e a cell phone and to them it is more of a blessing then a curse. Bibliography 1. http://en. wikipedia. org/wiki/Teen_Age_Message 2. http://www. academia. edu/1156350/Text_Messaging_and_Teenagers_A_Review_of_the_Literature 3. http://www. studymode. com/subjects/literature-review-on-the-effect-of-text-messaging-on-literacy-skill-page1. html 4. C. R. Kothari Research methodology Methods and Techniques 2nd edition, New age international publishers.