The popularity of mobile devices has had some unintended and even dangerous consequences. Accidents due to texting and driving are becoming more popular and more frequent. A texting driver is twenty-three times more likely to get into a crash than a non-texting driver. When the cell phone was first invented it was made as a personal safety device especially if a person lived alone or some distance from family members. Many of us may line in regions of the country where sudden tornado or hurricanes
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Which of the five moral dimensions on the information system identified in this text is involved in this case? My conclusion in this case is that people have the right and freedom for acting as they want (in this case texting while driving) but at the same time they have the obligation to consider the lives of other people that have the immeasurable right to be safe and sound while driving. Therefore‚ when drivers get involved in car accidents they must be held accountable and liable for the harm
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The recent phenomenon of ‘texting’ only began in 1992‚ however children starting texting in the early 2000’s. So why is it thought that children are doing the majority of the texting? The most common assumption is that is that teenagers are filling their text messages with abbreviations and misspelling all of their words‚ however David Crystal a professor of linguistics has done many different studies which show that 80% of the people who are texting are adults and only 10% of the words are abbreviated
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1. Our union representative _____ members that our rights would be defended. a. assured b. ensure c. specify d. specific 2. If you ____ your reservation 48 hours in advance‚ you will not be billed. a. cancel b. engage c. provide d. determine 3. I don’t feel any ____ to give my boss more than two weeks notice when I leave. a. obligatory b. obligation c. agreement d. contract 4. The contract contains a provision to …. how payments are made if John loses his job. a. deal with b. detect
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2012 Impact of Texting On Society A majority of 57 % of teenagers said they view their cell phones as the key to their social life. 47 % of teens say their social lives would end or worsen if texting was no longer an option. The impact of texting even expands in the classroom as numerous amount of teachers nationwide are noticing texting lingo in papers that are handed into them. 64 % of students nationwide say they text in class at least once a week. 54 % of teens prefer texting instead of talking
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Philippines have become the “texting capital of the world.” (www.aldersgate-college.com) When people send text messages‚ they need the speed of the communication as it is essential to the conversation. Some people even have virtual “text conversations” whereby two people will send numerous text messages back and forth in almost similar manner as if they were speaking to each other directly face to face. An entirely new culture of “text speak” has emerged. This involves texting using abbreviations and
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September‚ 5th‚ 2014 Texting: Is it A Linguistic Evil? According to the Nielsen survey‚ which was conducted in December‚ 2011‚ a teen sends teens send an average of 3‚417 texts a month. Nowadays‚ texting has become the most preferred form of communication among people‚ especially the young generation‚ because of its convenience. Meanwhile‚ as texting is becoming more and more popular‚ it touches off a worrying issue that our society is really concerning about: Does texting harm our traditional writing
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Paragraph One: Topic Sentence: Text messaging has begun to have a detrimental effect on teenager’s writing skills. Supporting Ideas or Examples: A. They use inventive spelling and abbreviation. B. Teenagers get used to this language. C. Grades drop due to grammatical errors. D. Study conducted by Pew Internet and American Life Project and the National Commission on Writing to prove that it effects writing skills. III. Body Paragraph Two: Topic Sentence: Text messaging
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Tenses 1) I’m busy at the moment. ~ on the computer. a) I work b) I’m work c) I’m working d) I working 2) My friend ~ the answer to the question. a) is know b) know c) knowing d) knows 3) I think I’ll buy these shoes. ~ really well. a) They fit b) They have fit c) They’re fitting d) They were fitting 4) Where ~ the car? a) did you park b) did you parked c) parked you d) you parked 5) At nine o’clock yesterday morning we ~ for the bus. a) wait b) waiting c) was waiting
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Sentences: Simple‚ Compound‚ and Complex A common weakness in writing is the lack of varied sentences. Becoming aware of three general types of sentences--simple‚ compound‚ and complex--can help you vary the sentences in your writing. The most effective writing uses a variety of the sentence types explained below. 1. Simple Sentences A simple sentence has the most basic elements that make it a sentence: a subject‚ a verb‚ and a completed thought. Examples of simple sentences include the following:
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