This report was the first of its kind to analyze the green job market in MI (3% of workforce) through an analytical (industrial and occupational trends), qualitative (focus groups), and quantitative (employer survey) approach. Discussed are Michigan's green related industries and occupations, and also tracking them. It's concluded that the MI green job market has further potential and is growing despite an economic downturn.
This resource contains speaker presentations from the 2013 Plug-In Conference and Exposition. This conference took place September 30, 2013 to October 3, 2013 at Liberty Station in San Diego, CA and had the theme What's Next for the Electric Highway? This event brought together automotive manufacturers, component suppliers, electric utilities, government agencies, academia, and the environmental community to collaborate on the next steps in plug-in electric vehicle technology, infrastructure, policies and regulations, and market development.
This resource contains presentations from the Center for Automotive Research (CAR) 2014 Management Briefing Seminars held August 4-7, 2014. With attendees from industry, government, media, and academia, the event featured outstanding presentations from industry thought leaders as well as various networking and social events. Using CAR research as a foundation, these seminars revolved around the most important issues facing the automotive industry today: manufacturing, powertrain, sales forecasting, connected and automated vehicles, purchasing, talent, and supply chain.
This resource contains a presentation from a webinar and video of the webinar regarding a study carried out by Ducker Worldwide and funded by The Aluminum Association to evaluate the aluminum content in 2015 model year vehicles and the projected aluminum content growth through 2025. Also included is the executive summary of the study.
The 4 Connections is a research-based equity producing framework that focuses on building intentional relationships between students and faculty in ways that increase the number of student completions, reduce equity gaps, and ensure the quality of student learning.
The 4 Connections identifies foundational principles faculty with high completion rates use to dramatically improve the quality of students' experiences in and outside the classroom.
Case studies are mostly used in academic and business contexts. For students, writing a case study can be a difficult task especially if they have no clue on where to start. Case studies are written to elaborate an already existing issue that had been researched on further.
Welcome to the first, biannual Archival Educators Roundtable (AER) Newsletter! In 2016, the Rockefeller Archive Center (RAC) brought together like-minded professionals who use primary sources for public programming, outreach, and education, and the AER was born. As archival education is a still-developing field, the AER created a community where people could share their successes, challenges, and works in progress through casual workshops.AER’s network of educators, archivists, and archival education allies has since expanded its culture of support beyond the biannual meetings here at the RAC through social media, event attendance, joint publications, and email correspondence.It is our hope that this AER Newsletter will further extend the table, so speak, reaching more colleagues as we spotlight educators, and showcase the projects, challenges, and successes of archival education. Just as the aim of AER meetings is to ensure that all perspectives on primary source education are honored, we encourage you, our dedicated AER audience, to reach out and contribute your insights to future AER Newsletters! Many thanks to our first issue's contributors--we couldn't have done it without you.--Marissa Vassari, Archivist and Educator, Rockefeller Archive CenterElizabeth Berkowitz, Outreach Program Manager, Rockefeller Archive Center
2 DESCRIÇÃO DO TABULEIRO AGROECOSSISTEMAS FAMILIARES AMAZÔNICOS
2.1 Princípios do Produto Técnico Educacional
Para o Ensino de Ciências Ambientais, abordar os Agroecossistemas Familiares na região do
Alto Rio Solimões possibilitará trabalhar em sala de aula a biodiversidade encontradas nos
ecossistemas locais e também as atividades que caracterizam a pluriatividade no Alto Solimões.
Pois, os sistemas de produção adotados utilizam espécies adaptadas às condições locais.
A práxis cotidiana de vida desses sujeitos sociais vem garantindo a conservação dos
agroecossistemas familiares, no qual, os hábitos alimentares, a partir do estudo sobre a comida e a
comensalidade expressam as questões culturais desses sujeitos. Pois, a diversidade de produtos
regionais disponíveis nos recursos ambientais também favorece a manutenção da segurança e
A opção pelo jogo foi tomada a partir das experiências vivenciadas e adquiridas ao participar
de projetos de pesquisas e extensão nas comunidades e municípios do Alto Solimões nos últimos
dez anos de atividades acadêmicas. Inicialmente a experiência em trabalhar com agricultores
familiares, despertou o interesse por este caminho. Paralelo a isto, outro fator importante que
motivou a escolha desta temática foi que, este produto surgiu por meio de uma demanda dos
professores e agricultores da comunidade.
2.2 Objetivo do Produto Técnico Educacional
Os agroecossistemas são sistemas abertos e multidimensionais, aproximando-se da
ecofisiologia do sistema ambiental natural (GLIESSMAN, 2009; ALTIERI, 2004). Gliessman
(2008) sinaliza a necessidade de se reconhecer as influências dos aspectos sociais, econômicos,
culturais e políticos sobre os agroecossistemas, com enfoque para a sustentabilidade dos sistemas
alimentares, destacando as ações antrópicas como suporte fundamental a essa sustentabilidade.
2.2.1 Manual do tabuleiro “Agroecossistemas familiares amazônicos”: Percorrer a trilha
respondendo às perguntas corretamente até a saída. Preparação: 1 tabuleiro, 1 dado, 60 perguntas,
papéis com a numeração de 1 a 3 para o sorteio da classificação.
2.2.2 Regras do Produto Técnico Educacional
1. Divida a turma em três equipes de 10 alunos (Turma de 30 alunos), o número de
componentes nas equipes será de acordo com o número de alunos de cada turma, no qual
fica a critério do professora formação das equipes.
2. Abra o tabuleiro em uma superfície plana.
3. Peça para cada representante de cada equipe tire um papel (sorteio) que constará sua
classificação para jogar.
4. O primeiro a jogar, deve primeiro tirar uma pergunta e responder a pergunta, se caso acerte
deve jogar o dado, caso contrário, deve passar a vez para o próximo jogador. Esse processo
ocorrerá para todos os jogadores.
5. Vale ressaltar que as perguntas serão aleatórias.
6. O item casa surpresa, funcionará como bônus para o aluno, o qual ficará a critério do
professor, podendo dá uma pontuação ao aluno ou outra forma de compensação conforme as
condições do professor.
7. O item volte 3 casas ou volte 5 casas, no transcorrer da trilha, os participantes poderão ser
punidos caso haja coincidência de estagnar nessas casas, mas também receberam bônus
quando estagnarem nas casas pule duas, 4 ou 5 casas.
8. O aluno que chegar primeiro na linha de saída será o vencedor, podendo ganhar alguma
9. As 30 perguntas foram formuladas com base nos resultados da pesquisa “Agroecossistemas
Familiares na região do Alto Rio Solimões”.
2.4 Início do jogo
1. Qual microrregião o município de Benjamin Constant faz parte?
2. Qual fronteira tríplice Benjamim Constant faz parte?
Brasil, Peru e Colômbia
3. Em que ano teve o início a aldeia Cocama Nova aliança?
4. Quantas famílias deram início a aldeia Cocama Nova aliança?
Três famílias peruanas
5. Qual movimento religioso foi importante na Região do Alto Solimões?
Irmandade da Santa Cruz
6. Como as atividades de produção nos agroecossistemas são distribuídas?
Em roça ou roçado, sitio, terreiro ou quintal, extrativismo animal, extrativismo vegetal e criação de
animais de pequeno porte.
7. O que é agricultura familiar proposta por Lamarche?
É uma unidade agrícola de exploração, onde a propriedade e o trabalho são familiares
8. Quais animais de pequeno porte são criados nos sítios?
Patos, porcos e galinhas
9. Como são construídos os galinheiros?
São construídas com madeiras e palha branca
10. O que é meliponicultura?
O mel produzido é destinado ao consumo da família e utilizado no preparo de remédios quando
necessário no tratamento de enfermidade de membros da família ou doado para algum agricultor da
11. Qual a finalidade de guardar as sementes de milho próximo a cobertura?
Para evitar a umidade e consequentemente o aparecimento de fungos e inseto nas sementes
12. Qual a finalidade da extração de madeira?
A construção de casas, confecção de canoas, lenha para uso nos fornos de torrar farinha e fogões.
13. Quais produtos vegetais são utilizados para a produção de remédios caseiros?
Andiroba, copaíba, casca do mulateiro, capurana e unha de gato
14. Como são definidos os hábitos alimentares por Bley?
Como porções do conjunto de alimentos disponíveis a indivíduos ou a grupos de indivíduos que são
selecionados, utilizados e consumidos em resposta a pressões sociais e culturais.
15. Como a renda monetária das famílias é obtida?
É obtida por meio de recursos oriundos de programas de transferência de renda do governo federal
(bolsa família, seguro defeso e aposentadoria), serviços públicos, serviços, comercialização de
produtos e de produtos oriundos dos agroecossistemas familiares
16. O que é seguro defeso?
É uma assistência financeira temporária concedida aos pescadores profissionais artesanais que
durante o período “defeso” são obrigados a paralisar a sua atividade para preservação das espécies
17. Por que o êxodo rural tem preocupado alguns pais?
Tem preocupado alguns pais, pois após concluírem os estudos alguns acabam não retornando para
comunidade porque conseguem emprego ou constituem família na cidade.
18. Quais órgãos promovem cursos de capacitação e qualificação na comunidade?
Instituto de Natureza e Cultura, campus da Universidade Federal do Amazonas/ Benjamin Constant,
Instituto Federal de Educação, Ciência e Tecnologia do Estado do Amazonas/ campus Tabatinga,
SEBRAE, Instituto de Desenvolvimento Agropecuário do Amazonas, Secretária de Produção e
Abastecimento pela UFAM ou INPA.
19. Cite 8 comunidades ribeirinhas na calha do rio Solimões?
Capacete, Novo São Francisco, Terezinha III, Boa Esperança, Jarauá, Nova Jerusalém, Santa Maria
do Cururu e São Francisco do Cururu
20. Qual o principal alimento proteico dos agricultores?
21. Quais lagos são utilizados pelos agricultores para pesca na ilha do Arariá?
Os lagos do Sacambu e Curupira
22. Quais os três pontos norteadores de segurança alimentar?
Qualidade nutricional dos alimentos
Os hábitos/cultura específicos de cada comunidade, de cada grupo social;
Sustentabilidade do sistema familiar
23. No trabalho de campo quantas espécies vegetais foram contabilizadas?
43 espécies vegetais
24. Quais as principais características da agricultura familiar na Amazônia?
É o processo produtivo, basicamente direcionado ao atendimento das necessidades da manutenção e
reprodução biológica e social do produtor rural e é conhecida por ter uma atividade agrícola
25. Como os agricultores fazem a conservação do material genético na localidade?
Fazem o replante de sementes
26. Qual a principal via de acesso para as cidades e comunidades vizinhas?
27. De que maneira pessoas próximas sem laço de consanguinidade com as famílias
participam no processo e emprego da mão de obra nos agroecossistemas. De que maneira isso
Por pagamento de diária, ajuri, troca de dia ou recebimento por meio de produtos como farinha e
28. Quais são as principais espécies vegetais cultivadas pelos agricultores familiares em
Mandioca, banana, feijão e milho.
29. Quais são as principais formas de acesso às sementes?
Armazenamento, troca com parentes ou vizinhos, sementes compradas e sementes adquiridas nos
estabelecimentos comerciais de Tabatinga e Benjamin Constant.
30. Nas atividades de caça, quais animais são capturados com maior frequência pelos
Paca, anta, veado cinza, veado vermelho, queixada, tatu, tatu canastra.
3. SUGESTÕES AOS EDUCADORES E EDUCADORAS
Mediante a proposta apresentada sugerimos aos educadores (as) que, revisem a dissertação e
o produto antes da aplicação/ utilização em sala de aula, com intuito de alcançar o domínio do
material didático. De maneira similar, desejamos que este trabalho possa aprimorado com base em
novos estudos sobre os agroecossistemas familiares, e que este material possa ser convertido para
um aplicativo e passe a ser utilizado também em smartphones, ampliando assim ainda mais este
conteúdo no cotidiano dos alunos.
Este Guia Didático surgiu como produto da Dissertação de Mestrado do Programa de Pós-Graduação de Mestrado Profissional em Rede para o Ensino das Ciências Ambientais – PROFCIAMB, sob o Tema “APRENDENDO COM A ESCASSEZ: ALTERNATIVAS DE USO DA ÁGUA EM EIRUNEPÉ/AM” como atividade prática com os discentes do Ensino Médio do Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, Campus Eirunepé sobre o abastecimento de água e como as famílias atuam na obtenção deste bem quando não fornecido adequadamente pelo Poder Público.
A construção do Guia Pedagógico surgiu a partir da necessidade dos discentes compreenderem a problemática da da água no mundo. Esta compreensão deve ter como marco inicial, a percepção sobre o abastecimento de água na cidade onde os mesmos moram, compreendendo as condições de captação, abastecimento e uso da água pelas suas famílias. A partir do “local” o discente será capaz de compreender o contexto da água sob o aspecto global.
This lesson is a series of videos that cover Cold War fears of the 1940s and 50s. It describers how the American Public were given measures to protect themselves against and invasion or an atomic attack. The lesson also has the student to view several videos on the domestic policies of the United states and a general overview of Cold war policies. Students will have to interpret point of view and argumentation from both sides of the political spectrum.
This unit looks at the Aberulais Falls in Wales, and considers the key issues affecting the decision-making of the bodies which are responsible for looking after our heritage. We examine the heritage debates: who decides what should be preserved from the
Esse Recurso Educacional Aberto disponibiliza materiais para os alunos navegarem e aprenderem mais sobre música de uma maneira dinâmica. Os materiais são acompanhados de vídeos e de outras mídias. Podem servir também como um guia didático destinado aos professores de música.
Transactions for a merchandising business related to sales and cash receipts will be discussed and practiced. New vocabulary will be reviewed. Customer service scenarios, videos, and role play will also be addressed to go along with this lesson in accounting.
Materials that make it easy for instructors to integrate data analytics into introductory accounting classes, including cases that are suitable for introductory accounting classes.
This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
This e-study gathers resources for practitioners who seek to design and implement culturally responsive evaluations. The study highlights the expansion of the field of evaluation to national and contexts where evaluation has been historically missing. In doing so, the study engages the learners in critical thinking about the nature and dissemination of evaluation evidence for decision-making that leads to equitable distribution of resources.
This material is part of The Hubert Project collection, the premier hub for open educational resources in the public affairs field.
An introduction to the chapter "Adapting and Living Together" within the Ecology and Environment topic of the virtual school GCSE Biology.
A Study of correlation of Social Media Addiction and Self Esteem
among Secondary School Students
Origin of the research problem:
The use of social media users are growing exponentially. According to social statistics one third of the world’s population is already engaged with social media and on an average 10% of the population, to use social media sites, is increasing every year.
There is no clear definition of social media addiction but it is obvious that it indicates over usage of internet facility to be a part of virtual groups or person. It is addictive and has resulted in lot of psychological problems like anxiety, depression etc. Immediate response syndrome is clearly visible among users which are the state of checking our social media sites again and again which may lead to psychological imbalance.
Adolescents are the most affected group of this usage. This is the time where they should be career oriented, exploring newer avenues in their life, but very surprisingly most of the constructive time is simply wasted in uploading and maintaining relationship which may not have any significant impact in their development. So the researcher was keen to understand the psyche behind these activities, does it have any relationship with their respective self esteem?
According to Oxford’s university, Self-esteem reflects an individual's overall subjective emotional evaluation of his or her own worth. It is the decision made by an individual as an attitude towards the self. Self-esteem encompasses beliefs about oneself, (for example, "I am competent", "I am worthy"), as well as emotional states, such as triumph, despair, pride, and shame.
Students self esteem may play a dual role in addiction towards social media. High Self esteem may result to more interaction and showcasing oneself in social platforms. On the other hand sometimes low self esteem may also lead to better participation in virtual world because they hesitate to be a part of the real world. The researcher is keen to know whether there is positive/ negative or no relationship between social addiction and self esteem of students.
Need of the Study:
Internet de-addiction has become the need of the hour because the negative impact of internet addiction is superseding the positive impact. Following are the few cons which the researcher was able to identify:
Phubbing: Phubbing is the practice of ignoring one's companion or companions in order to pay attention to one's phone or other mobile device. This is a new word added to the dictionary because of the traits seen in people who overuses mobile devices. So the use of technology instead of making our life easier has in fact created a barrier between humans only.
Breakdown of real communication: If the addiction of internet is very large then the person tries to spend most of their time in virtual communication. This breaks the interest of having real communication.
Immediate response syndrome/ instant need of immediate gratification: Once a message is sent or picture is posted, have you realized how many times you look back into your mobile to check the trailing messages or how many likes you have got or even how many social friends have even gone through it?
Inability to focus on the present: Adolescents are so busy sharing whatever they do that they have lost to live in the moment for the sake of sharing the moment.
Sleep deprivation: Internet has opened up such vast avenues for the young generation that they are totally absorbed in variety of internet related activities. It is to such an extent that they cannot balance their life compromising upon their sleep habits. Sleep deprivation is further leading to restlessness, anxiety and other health related issues.
Lack of hobby: Gone are the days when young generation would collect rare historical objects as their hobby, go out for nature trails, distress them by engaging in games and sports
Attention span / Memory loss: We have become slaves in the hand of technology. It has overpowered our capabilities to such an extent that we have lost believing in our memory. We have become so dependent on technology that for every small thing instead of using our brains we click to find out information.
Lack of language comprehension: Too many short forms used in messages have resulted in lack of incorrect usage of language.
Health related issues: It has resulted in the rise of 'neurasthenia' ('tired nerves') because of overuse of mobile devices.
Review of related literature:
Kanoh, Hiroko (2016) analyzed trends of social media and self-esteem by the Rosenberg Scale. The spread of SNS has changed communications between people to a great extent. For them it is a place their hearts can rely on and where they can hang out, a place for self-approval, for self-expression and a place where the other person listens to their dissatisfaction and discontent. At the beginning people are interested in knowing what everyone is doing, so they check SNS every day. However, they feel gradually tired. Immediate response syndrome refers to the feeling of having to check SNS sites and being is a state of psychological imbalance. Some have a loss of self-esteem in the SNS communication. So the researcher analyzed the relationship of social media use and the self-esteem. As results, the high self-efficacy group prefers both Facebook and LINE while the low self-efficacy group tends to use Twitter.
Kircaburun, Kagan (2016) studied Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. In this study, direct and indirect effects of self-esteem, daily internet use and social media addiction to depression levels of adolescents have been investigated by testing a model. This descriptive study was conducted with 1130 students aged between 12 and 18 who are enrolled at different schools in southern region of Aegean. In order to collect data, "Children's Depression Inventory", "Rosenberg Self-esteem Scale" and "Social Media Addiction Scale" have been used. In order to test the hypotheses Pearson's correlation and structural equation modeling were performed. The findings revealed that self-esteem and social media addiction predict 20% of the daily internet use. Furthermore, while depression was associated with self-esteem and daily internet use directly, social media addiction was affecting depression indirectly. Tested model was able to predict 28% of the depression among adolescents.
Tas, Ibrahim (2017) examined the relationship of Internet addiction and gaming addiction with school engagement and effects of Internet addiction and gaming addiction on school engagement. The research was conducted with 365 students (140, 38.4%, males; 225, 61.6%, females) studying at an Anatolian high school in Gaziantep province. Personal Information Form, Scale of Internet Usage Addiction, Gaming Addiction Scale for Adolescents and School Engagement Scale for Children and Adolescents (High School Form) were utilized as data collection tools. The data obtained were analyzed with correlation and multiple regression analysis. A weak negative relationship was found between Internet addiction and school engagement. No relationship was found between gaming addiction and school engagement. It was also concluded that Internet addiction is a significant predictor of school engagement and gaming addiction does not predict school engagement significantly.
Title of the study: A Study of correlation of Social Media Addiction and Self Esteem
among Secondary School Students
To find out correlation between social media addiction and self esteem among secondary school students
There is no relationship between social media addiction and self esteem among secondary school students
Methodology & Plan of Work:
The present study is descriptive survey method which deals with description, analysis and interpretation of existing phenomenon.
The sample for the study is 100 secondary school students of greater Mumbai.
Rosenberg Social Media Addiction Scale
Self esteem Scale
Relevant Statistics of the Relationship of Social Media Addiction and Self esteem
Variables Pearson Correlation Significant
Social media addiction -0.1 Not significant
Interpretation and Discussion:
The correlation value is -0.1 which is not significant. This indicates that self esteem does not play a significant role in social media addiction.
Students with high self esteem wants to be connected with the world because they want to share their confidence, happiness with the outer world. High self esteem students loves experimenting which may increase the use of social media because they want to explore new things every day. So this enhanced initiative may be a cause of getting addicted to social media more and more.
On the other hand even if the students have low self esteem, they hesitate to communicate in real world. They may lack self confidence, be in their own shell, and do not confront with real people and real incidences. These are the set of students who then want to go to their comfort zone and engage themselves in virtual media.
Significance of the study:
The study will be significant for the following members of the society:
Students: It will be an eye opener to those students who just waste their time, energy and resources to such a virtual world which does not have any significant impact in their future. Getting addicted to social media have negative impact on health and wellbeing.
Teacher: Teacher will realize that their roles are now not limited to only teaching learning process; they are guide and counselors to students. They need to engage in more and more constructive activities which will make the students realize the importance of living life with a purpose instead of just getting carried away with addiction.
Parents: Social media addiction leads to many psychological problems too like anxiety, depression, loneliness, Attention Deficit Hyperactivity Disorder and addiction. It has also led to phubbing i.e. snub contact with social life. So as parents it’s important to first identify whether the child is addicted, and if so how to help the child to come out of this.
Curriculum Framers: Textbooks should include theme based lessons on negative impact of addiction of social media sites, how to balance our self esteem with our day to day dealings etc
The social media sites is highlighting only the best day, the best vacation the best party, the best dress and so on and so forth. The real life has lot more than this but feeds from peers and other social friends reflects only the good part of it. If the child/ student are not matured it may cause distress because they will be unable to relate it with their practical life.
So we conclude that students, whether they have high self esteem or low self esteem, are simply getting dragged to a darker world. The idea is not abstinence but have better control. In the connected world we live in, it is simply not feasible to prohibit someone from accessing all smart devices. But it has become a necessity to have proper check points to monitor their internet usage.
Baby steps to a digital detox:
We have to accept the fact that internet addiction has become a menace in today’s generation millennial. The reason we keep checking our social media is to keep up with everyone and pace with the ongoing trends. We tend to compare our real lives with others social media life. We need to realize that the entire feed portrayed by a person is a mere highlight of their lives and not their lives as a whole. It is filtered. It is unfair for our own selves to have this habit, we realize that the feeling of missing out (FOMO) while we see others pictures is just an illusion it will help us to get over constantly checking our social media pages. So to combat all these problems, following are few baby steps to a digital detox :
1) Turn off notifications: The continuous pings in the mobile distract us to do any productive work. It is really hard to resist the siren as we always think it is always important. Therefore turn off notifications of some apps which are not very useful.
2) Assign time limits for social media sites: It is tough to completely delete social media at once, it is better to have specific time allotted. This means you can keep track of the hours you spent on social media, this also means you wouldn’t constantly be checking your phones.
3) Choose your friends and followers: Although socializing is good, sometimes it gets out of hand with more friends and followers and it can be pretty time consuming.
4) Replace social media time with outdoor activities: You can take your mind off social media by substituting that time by pursuing your hobbies or developing new ones.
5) Do not take your electronics to bed: Your bedroom should be a place of peace and tranquility. Reflect the activities which you have witnessed throughout the day and plan for tomorrow instead of hanging on social media sites or other electronics. The continuous signals sent by Wi-Fi disturb our mental being too.
6) Uninstall Social Media: This will eliminate the chance of getting distracted completely.
7) Look at the positive benefits of social media detox: Our brain is inclined to do activities which have reasoned to it. If you look at the benefits of the detox , we can have more focused life, better mental health, strong relationships and so on and so forth.
Kircaburun, Kagan(2016) Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=EJ1112856
Kanoh, Hiroko (2016). Analysis of Usage Trends of Social Media and Self-Esteem by the Rosenberg Scale. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=ED571615
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
Tas, Ibrahim (2017) Relationship between Internet Addiction, Gaming Addiction and School Engagement among Adolescents. Retrieved from https://eric.ed.gov/?q=internet+addiction&id=EJ1170124 on 30/08/2018