Ell Phones-Connecting us individually but disconnecting socially

Topic: The topic is up to you, but must be approved by the instructor. Topics must be narrowly framed. Topics should focus on a research question in your major or field of interest; this question will be developed in the first week of the class. The thesis of the paper will be your answer to this question. The paper should also have an interdisciplinary slant; that is, it should use data or insights from one academic discipline to shed light on a question within your discipline. For example, in an education-related paper, you could focus on a legal perspective, or introduce economic, biological, or historical information.
Please include Bibliography in APA fromat as well and thesis statement. I posted the instructions as well. Bare in mind that I have to turn it in to turnitin.com

Length: 1200-1600 words (approximately 6-8 pages, double-spaced, excluding charts, graphs, citation page, title page, etc.).

Audience: You will need to identify and aim your argument at a real, specific, narrow audience. This audience will determine to some extent what question you attempt to research and answer and what information you choose to present. For example, for a topic in education, your audience might be a local PTA board.

Purpose: Your purpose must be more specific than to merely inform. Think about what you want your audience to actually do after reading your research. For example, given the audience above, having a set of parent workshops might be one purpose or goal.

Range of Research Sources: You must use at least three peer-reviewed, scholarly journal articles (usually about research studies) from our libraryas databases. Also consider what other primary (informal interviews, informal surveys, etc.) and secondary sources you might use. Primary research is helpful in narrowing your topic and in writing an engaging introduction. This will be the foundation of your research. You should also try to use at least one book. Web sites may also be useful, but you will need to be aware of the limitations and possible biases of such sources and acknowledge them in your paper. You goals should be to introduce useful and credible evidence to support your answer to the research question and to demonstrate your own thoroughness and fairness.

Format: Sources should be cited using APA (American Psychological Association) format. Regarding the format and layout of the paper, you are encouraged to think creatively about what this might look like, given your audience and purpose. For example, bullets, color, graphs, charts, graphics, text in boxes, etc. might be used to organize information for your readers or emphasize certain points. Your paper should include at least one chart or graph.

Process: You will develop your paper by first writing a Research Proposal, an Annotated Bibliography, and several stages of rough drafts. Our textbook will discuss the process in greater detail.
Resources :Book, 2 peer -reviewed journals, 1 internet source with URL edu, org , Newspaper, Topic related magazines.Please include the Bibliography.
I am sending the 2 peer-reviewed articles because they have to be from college library.
The Role of Mobile Phones in Family
Communication
Kerry Devitt and Debi Roker*
Trust for the Study of Adolescence (TSA), Brighton, UK
Whilst there is a wealth of research into family communication and family relationships,
there is little information about whether (and if so how) mobile phones have impacted on
these processes. The authorsa study involved individual semi-structured interviews with 60
families, including parents a? carers and young people aged 11a 17, to investigate this further.
The interviews explored how mobile phones are used in family communication; participantsa
views about the benefits and disadvantages of mobile phone use; and issues around safety,
surveillance and privacy. The findings show that young people and parents see mobiles as a
key way for families to keep in touch, and to monitor and ensure young peopleas safety. However,
some participants felt there was a downside to this, in relation to some young people
either withdrawing into their own social worlds, or having a false feeling of security as a
result of having a mobile. Gender differences in views and usage were also found. The paper
concludes with some general comments about the role of mobile phones in family life.
 2008 The Author(s). Journal compilation  2008 National Childrenas Bureau.
Background
The background to the research was the authorsa previous study into a?monitoring and supervisiona
in families, which was funded by the Joseph Rowntree Foundation (see Stace and
Roker, 2005). This research involved paired interviews with young people aged 11a 17 and at
least one parent or carer, from 60 families. A notable finding from this study was that mobile
phones are a key feature of modern day communication within families. A key discourse that
emerged in the study a from both parents and young people a was the role that mobile
phones play in keeping young people safe. Mobiles were seen to enable quick and easy communication
between parents and young people, and to enable young people to contact parents
or the emergency services in the event of an accident or other incident. Another related,
and very common, discourse was that of risk, and the role that mobile phones were seen to
play in reducing risk amongst young people. Young people possessing a mobile, and being
able to use it at any time and in any place, was seen to reduce young peopleas risk and vulnerability
whilst outside of the home. Mobile phone use was only one of many issues to
emerge in the authorsa previous study, however, and it was not possible to explore it in any
great depth. Trust for the Study of Adolescence therefore secured funding from the Mobile
Manufacturers Forum (MMF) and GSM Association (GSMA) to undertake research into this
issue.
Some context is useful at this point. There is an extensive literature in relation to parenta
child and parenta young person relationships, particularly in relation to monitoring and
CHILDREN & SOCIETY VOLUME 23, (2009) pp. 189a 202
DOI:10.1111/j.1099-0860.2008.00166.x
 2008 The Author(s)
Journal compilation  2008 National Childrenas Bureau
supervision, surveillance, independence and autonomy (Kerr, Stattin and Trost, 1999; Stattin
and Kerr, 2000; Stace and Roker, 2005). Theoretically, this study draws on notions including
family surveillance, family constructions of relationships, and the impact of new technologies
on family life (for example Buckingham, 2003; Gillies et al., 2001; Ito et al., 2005).
There is a growing literature on the role of technologies in the lives of young people and
families. Much of it focuses on how individuals and families use the Internet (for example
Holloway and Valentine, 2001; Kerawalla and Crook, 2002). In comparison with this literature,
there is not a great deal published on other technologies, including patterns and experiences
of young peopleas and a? or the familyas use of mobile phones. A few studies are worthy
of note, and are briefly mentioned here.
Lingas (2000, 2003) research has looked at how young people use mobiles in their everyday
lives, and how families have been affected by the advent of mobiles. Similarly, Ito
et al. (2005) have reported how mobile phones have become a key part of social and
personal lives in Japan. A Canadian study into mobile phone use and advertising (Campbell,
2006) involved interviews with 11 girls aged 14a 16. Despite its small sample size,
the author provided some interesting insights, including identifying three types of discourse
in relation to mobile phone use amongst girls a first a media discourse that
emphasizes image and independence, second a parental discourse that focuses on danger
and safety, and third a youth discourse that emphasizes self-determination, privacy and
sociability.
British research in this area is