Влияние телевидения на подростков Баренцрегиона.

Городская выставка-конференция школьников

«Юные исследователи – будущее Севера»

Социально-гуманитарные и экономические науки: Баренц-регион (проблемы человека и общества в Баренц-регионе)

«The role of television in the schooling and development of teenagers from Russia, Britain and Northern Europe »

Автор: Милютина Ксения Валериевна,

9 «Б» класс, МБОУ гимназия №2

Руководитель: Чулкина Ирина Анатольевна,

учитель английского языка, гимназия №2

Мурманск

2013

Contents:

I. Introduction

II. TV and teens.

1.The geographical survey of the participating regions.

2.Norwegian recent research

3.Sweden  and Finland in analysis.

4.Conclusions the Academy of Pediatrics

5.Negative influence on health and psychological influence

6.Parent’s opinion

7.What Reality TV Teaches Teen Girl?

8.Examples of practical ways to make TV-viewing more productive in your home

     III. Conclusion

            Bibliography

I.Introduction

There is no doubt that television has become an essential part of people`s lives as it has a great influence on people, especially the young ones. Over the past few years teenagers have changed a lot due to the affect of the coloured world network. The new generation can’t imagine their lives without TV programmes. It seems to me that teenagers are badly influenced by TV. There are various facts that support this opinion. As we can see, in this globalization world, most employers are not only aiming at the academic results but also at the soft skills most importantly. Consequently, teenagers without any social background will definitely have less chance in neither getting the job nor the interviews.

I have one problem in my topic. It sounds so: «Identify the degree of influence of TV on Russian, British teenagers and teens from Northern Europe» First, I would like to tell you more about Britain, Russia and the Barents Region.

Study methods

I explored the periodic publications, Internet sites and I found the degree of influence of TV on teenagers which live in Barents Region and teens from Britain. I asked my friends, who live in Stockholm, Oslo and Helsinki about their classmates to learn how they TV-addicted. I also asked my friend Lucas, who lives in London about his classmates to learn how they TV-addicted too. Then I conducted a poll among my classmates, to compare with the Russian teenagers.

II.1. The geographical survey of the participating regions.

The Barents Region is a name given, by political ambition to establish international cooperation after the fall of the Soviet Union, to the land along the coast of the Barents Sea, from Nordland in Norway to the Kola Peninsula in Russia and beyond all the way to the Ural Mountains and Novaya Zemlya, and south to the Gulf of Bothnia of the Baltic Sea and the great lakes Ladoga and Onega. Among the projects is the Barents Road from Bodo in Norway through Haparanda in Sweden and Finland to Murmansk in Russia. One concrete sign of the increased communication within the region is the establishment in 2006 of an IKEA warehouse in Haparanda, targeting customers 500 km away in Murmansk and northern Norway. The region has six million inhabitants on 1.75 million km2, with three quarters of both belonging to Russia.

The regional cooperation was formally opened on January 11, 1993, initiated by Norway under foreign minister Thorvald Stoltenberg. It includes the administrative regions Nordland, Troms, Finnmark in Norway, Västerbotten County, Norrbotten County in Sweden, Lapland Province, Northern Ostrobothnia, Kainuu in Finland, and Murmansk Oblast, Arkhangelsk Oblast, Komi Republic, Republic of Karelia, Nenets Autonomous Okrug in Russia. The four countries take turns at chairing the cooperation. Norway's participation is coordinated from the Norwegian Barents Secretariat in Kirkenes. Sweden's and Finland's participation is administrated from the county administrations in Umeå (Västerbotten) and Rovaniemi (Lapland). In January 2008 there was established an International Barents Secretariat which is to provide technical support for the multilateral coordinated activities within the framework of the Barents Euro-Arctic Council and the Barents Regional Council. This Secretariat is located in Kirkenes in the same building as the Norwegian Barents Secretariat.

When we learned more about the Barents Region we can go to the topic about Britain.

The United Kingdom of Great Britain and Northern Ireland is a sovereign state located off the north-western coast of continental Europe. The country includes the island of Great Britain, the north-eastern part of the island of Ireland, and many smaller islands. Northern Ireland is the only part of the UK that shares a land border with another state—the Republic of Ireland. Apart from this land border, the UK is surrounded by the Atlantic Ocean in the west and north, the North Sea in the east, the English Channel in the south, and the Irish Sea in the west.

Now, we turn to Russia

Russia is a country in northern Eurasia. It is a federalsemi-presidential republic, comprising 83 federal subjects. From northwest to southeast, Russia shares land borders with Norway, Finland,Estonia, Latvia, Lithuania and Poland (both with Kaliningrad Oblast), Belarus, Ukraine, Georgia, Azerbaijan, Kazakhstan, China, Mongolia, and North Korea. It shares maritime borders with Japan by the Sea of Okhotsk and the US state of Alaska across the Bering Strait. At 17,075,400 square kilometres (6,592,800 sq mi), Russia is the largest country in the world, covering more than one-eighth of the Earth's inhabited land area. Russia is also the world's ninth most populous nation with 143 million people as of 2012.[ Extending across the entirety of northern Asia and much of Eastern Europe, Russia spans nine time zones and incorporates a wide range of environments and landforms.

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II.2.Norwegian recent research

TV and education for all in Norway

The right to education is central to the personal development of individual citizens and society as a whole. Norway has made considerable progress in providing equal educational opportunities for all.

Although nearly all children in Norway go to school, this does not mean that everyone learns what they should, or that there is satisfactory educational provision for all pupils. The Government is concentrating its efforts on increasing the quality of educational provision in general and especially giving minorities and those with disabilities access to good quality educational provision at all levels. This is in line with the objectives of the Dakar

Declaration on Education for All.

The Ministry of Education and Research is working actively to reach every individual who is failed by or remains outside the scope of the educational system. Special attention has been paid to approaches to problems associated with, amongst others, disabled pupils, minority groups and people with reduced literacy levels.

Equal rights to education are at the core of the welfare state and they are a crucial means of enabling each individual to shape his or her own future. Learning is a lifelong process and the provision of education and training and ways of learning must be tailored to suit individual needs. In Norway, all children are guaranteed and obliged to complete ten years of basic education from the age of six. After primary and lower secondary school, all teenagers have the right to three years at upper secondary school, at the end of which they may gain vocational qualifications or qualifications for entry into higher education. The Competence Reform gives all adults over the age of 25 the right to primary and secondary education. The reform also give individuals the right to have their non-formal and informal learning evaluated and documented as a means of qualifying for further education. Despite this, investigations have shown that just under one fifth of pupils leaving primary/lower secondary school have poor results in core subjects.

Norway has the prerequisites needed to create a top quality school system. Norway is a rich country and the adult population is well educated. Few countries devote more money to schools.  The principal reason for the high costs is that there are a considerably greater number of teachers in Norway than in other countries.  This would suggest there are excellent opportunities for making improvements in schools since good teachers are a school’s most valuable resource.

Norwegian schools do face a number of challenges nonetheless. Some of the principal challenges lie in the level of results achieved on average, the wide gap between results achieved by strong and weaker pupils and the discrepancy between expenditure and results. In addition, Norwegian schools have a number of challenges to face with regard to inclusion and motivation of weaker

pupils. Relatively many pupils from an immigrant background, pupils with disabilities or reduced levels of literacy, for example, drop out of school or do not gain sufficient benefit from their schooling. Increasing the retainment of minority pupils in higher secondary education and training is a priority.

Norway has made considerable progress in adapting teaching to pupils with special needs, but still faces challenges in ensuring genuine access for all. This is a central aspect of the quality development work being carried out in Norwegian basic education.

Recent research stated that teenagers from Norway spend approximately 6-7 hours of watching television a day. This rate is very high in difference to the other countries of the Barents Region. There are special free educational TV channels which broadcast educational programmes on different school subjects, cultural aspects and foreign languages. As a matter of fact, television has a bad influence on teenagers as it can have negative effect on an adolescent’s mental and physical health.

 I conducted a survey on the Internet to find out what TV channels watch Russian Teens. They usually watch channels: Russia2, TV3, and Ren-TV.  More often they watch educational programs, and sometimes entertainment programs. Russian teens spend a lot of time from the Internet and we can say that the Internet has replaced the TV for them.

II.3.Sweden  and Finland in analysis.

Sweden and Finland are less susceptible to the negative impact of television. They often use the Internet and TV in the educational activity. We can say that youth of these countries are more developed intellectually. They usually watch channels: BBC, Travel Chanel.

 After research I compared the data of the poll and press and realized that youth from Sweden are TV-addicted and Russian teenagers are Internet-addicted.

II.4.Conclusions the Academy of Pediatrics

 Also according to statistics Russian teenagers are healthier than Sweden teenagers because they watch TV less. TV has negative influence on health:

1) Teenagers tend to eat more when watching television than sitting at the dinner table because the television distracts them. And it can lead to obesity.

2) The more time the teenagers spend in front of the television, the less time they have for sports and physical activities.

II.5.Negative influence on health and psychological influence

Besides, negative influence on health, TV has psychological influence

1) Teenagers have less chance in making friends or communicating  with others by just staying home doing nothing but watching television. If you want to learn to communicate with people you need to spend time with them. It means: laughing, discussing, talking, solving problems.

2) Such cartoons as: The Simpsons  and Futurama, have a negative influence on teenagers because they show false relationship between people.

3) Kids may become desensitized to violence and more aggressive. TV violence sometimes begs for imitation because violence is often promoted as a fun and effective way to get what you want.

Now days TV is an enemy for teenagers. It seems to me that today teenagers don’t wont to expand their knowledge and they stay on the same level most of their live.

Of course, TV in moderation can be a good thing .No doubt about it — TV can be an excellent educator and entertainer. But despite its advantages, too much television can be detrimental.  

II.6.Ask parents’ opinion

Parents. These could positively influence children, but also had the potential to exert negative pressure. The actions of poor teachers, badly behaved children, aggressive or foul-mouthed footballers, or anorexic pop-stars were seen as encouraging undesirable behavior and attitudes. Once at school, a child’s peer-group was perceived to be highly influential. Less confident children, or those without the benefit of much family support, were considered particularly prone to the influence of stronger or older groups. Television was often spontaneously identified as another key influence.

II.7.What Reality TV Teaches Teen Girl?

Of the many aspects of American culture reflected in reality television, actual reality is not one of them. But not every viewer knows that: a new survey by the Girl Scouts Research Institute finds that some 8 out of 10 girls who regularly watch “real-life” shows like Jersey Shore and The Hills or reality competitions like American Idol believe these programs are true to life, describing them as “mainly real and unscripted.”

That kind of innocent viewing may have an impact on young girls’ self-image, the study suggests. It may also influence the way they perceive their own relationships and their understanding of the way the real world works.

Most respondents said that watching reality TV served as a learning tool and inspired conversation with their parents or friends. Sixty-eight percent said that reality programming made them feel that they could achieve anything in life, while nearly half said reality shows “help me realize there are people out there like me.”

The study didn’t say what those “new things” were, but if previous research is any indication, they’re likely to help foster a future generation of reality stars.

II.8.Examples of practical ways to make TV-viewing more productive in your home

Here are some practical ways to make TV-viewing more productive in your home:

• Limit the number of TV-watching hours:

• Stock the rooms in which you have your TV with plenty of other non-screen entertainment (books, kids' magazines, toys, puzzles, board games, etc.) to encourage kids to do something other than watch the tube.        
• Keep TVs and internet connections out of bedrooms.
• Don't allow kids to watch TV while doing homework.

•Try a weekday ban. Schoolwork, sports activities, and job responsibilities make it tough to find extra family time during the week. Record weekday shows or save TV time for weekends and you'll have more family togetherness time to spend on meals, games, physical activity, and reading during the week.

•Come up with a family TV schedule that you all agree upon each week. Then, post the schedule in a visible area (e.g., on the refrigerator) so that everyone knows which programs are OK to watch and when. And make sure to turn off the TV when the "scheduled" program is over instead of channel surfing.

•Offer fun alternatives to television. If your kids want to watch TV but you want to turn off the tube, suggest that you all play a board game, start a game of hide and seek, play outside, read, work on crafts or hobbies, or listen and dance to music. The possibilities for fun without the tube are endless — so turn off the TV and enjoy the quality time together.

•Watch TV together. If you can't sit through the whole program, at least watch the first few minutes to assess the tone and appropriateness, then check in throughout the show.

Conclusion

I’ve chosen this topic because I noticed that my friends from Barents Region lowered the interest in  sport, have less to go to theaters, museums and stop discuss books. But the worth situation is in Russia. At our school we practically do not have healthy pupils. We have three PE lessons a week but almost nobody goes in for sports after classes. I hope that my work will help them to become interested in sports and to be more active and healthy. The positive experience of our Scandinavian neighbors will help them in it.

Due to the fact that I am interested in the English language, and we know that in our time, the English language is on the first place by the number of speakers in Europe. This is the language which helps me to talk with my friends from Britain, Sweden, Finland and Norway and discuss with them different topics and it was interesting to compare the mode of life of Barents region youth. Of course, I learn the English language not only to communicate with people. I like history and traditions of different countries and I dream to travel around Europe to meet new friends I also like my native land and I want to learn more about it and the Barents region to provide to build new links between people.

I am planning to tell about my survey to my friends at school and abroad and to ensure them to be active and healthy. I am planning to continue my work and to study other aspects of healthy way of life of the modern European teens.

Bibliography:

-  Internet site http://russlav.ru/stat/vliyanie_tv.html

- Internet site http://www.totallifecounseling.com/2011/11/reality-tv-the-good-the-bad-the-ugly-girl-scout-research-institute/

- Use of materials from Wikipedia about Russia, UK and Barents Region.

- Положение молодежи в Российской Федерации: 1995 год Доклад Правительству Российской Федерации / В.А. Луков (отв. ред.). М., 1996.

- Суртаев В.Я. Подростки. СПб., 1999.