The+'I'+Generation+-+A+product+of+technology

Name: David Lloyd Student Number: n8333459 Tutor: Judith Meiklejohn
 * The 'I' Generation **

** “Technology is nothing. What's important is that you have faith in people, that they're basically good and smart, and if you give them tools, they'll do wonderful things with them.” **
 * Steve Jobs**

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 * Artefact**

The song “itribute” written and collaborated by the rising talent, Timeflies, was released on Tuesday the 11/10/11. This young freestyle hip-hop/pop group celebrates the life and achievements of Apple Computer’s mastermind, Steve Jobs who recently passed away. They celebrate the impact this booming technology brand has had on the entire globe. They express how symbolic his products are, especially for generation Y. The technology that was used to produce the song was all Apple branded. Timeflies states that Steve Job’s gave millions, “the world in the palm of their hands” something which has never been so widely possible before. The link below provides both the music video and a short biography. The youtube video clip has also been provided.

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The introduction of modern technology has well been a great leap forward that has lead to the globalisation of society. This has seen both positive and negative outcomes in communication, education and business. There have unarguably been substantial changes since the arrival of this new digital world. As presented in the artefact, the media often takes a very positive position on technology use, having strong influences on how it is viewed by the public. From a public health perspective, the changes in health status and social interactions are the major concerns. Dramatic changes in social connection caused by the global adoption of technology result in impacts on public health. Technology use is associated with a sedentary lifestyle, the risk of population obesity is one of the most harmful and preventable factors effecting public health. The focus of these public health concerns are placed on the first generation to be born into this new digital world, Generation Y.
 * Public Health Issue**

In recent research, Wuest, B., Welkey, S., Mogab, J., and Nicols, K. (2008) have found generation Y to be the most consumer orientated, compared with their previous generation X’ers and baby boomers. This has had a profound effect on how the technology boom of the last decade has impacted on the ‘igeneration’. According to the World Health Organisation (2011) there were 6.4 billion mobile phone subscriptions by the end of 2009. Bryant, J. A., Sanders-Jackson, A., and Smallwood, A. M. K. (2006) state that 74% of adolescents in the U.S have access to the internet and used some form of instant messaging. Nearly half of those said they used it daily. Half of all adolescents surveyed said they used the internet to maintain social relationships, 32% said they even used the internet to form new friendships.
 * Literature Review**

The expansion of information and communication technology has changed the social world of generation Y. Research suggests that this change is proving to be quite beneficial, Bryant, J. A., Sanders-Jackson, A., and Smallwood, A. M. K. (2006) note that the use of new communication technologies is not of any concern, but simply the next step forward from the traditional telephone which became popular in the 1950’s and 60’s. Their aim has been to explore the changes of social interactions from the dramatic increase in information and communication technology that is used and available. Opinions about this digital expansion range in extremities. Many argue that the instant and inexpensive forms of virtual interaction can save young people from social isolation and depression. Whilst others protest that overuse and abuse can lead to many forms of antisocial behaviour and sedentary health issues. Bryant, J. A., Sanders-Jackson, A., and Smallwood, A. M. K. (2006) have concluded that from their surveys they have found that different scores of online communication had no relation to levels of interaction offline. The opposing literature that they reviewed found differently, but participants were all adults. Bryant, J. A., Sanders-Jackson, A., & Smallwood, A. M. K. (2006) conclude that the young digital generation have learnt to integrate online communication into their social lives, compared with their predecessors Generation X and the Baby Boomers.

As mentioned by Selwyn, N. (2009) since 1970 there has been a perception of youth as ‘mindless technology users’. Horwath, J., and Williamson, C. (2009) see the newly emerging usage of information and communication technology in a more positive light. The argument and general belief that the generation Y have lost their smarts because of the new digital ways are incorrect. Horwath, J., & Williamson, C. (2009) included findings on generation Y intelligence. They’ve found statistically significant evidence of higher IQ scores and standardised test scores compared with the averages of previous generations. Youth appear to be time wasting, but are actually sharing information, being creative, stimulating their minds and even becoming politically active. Learning is much more fluid, modern society now allows teachers to integrate ipods into the classroom and provide the weekly material online. University degrees can now be completed in Australia, externally and five hours inland from the CBD. This has all made possible because of technology (Battalio, J. 2007).

As mentioned by Myers, K. K., and Sadaghiani, K. (2010) Generation Y children are born to be technology users. They are growing up with computerised technology and digital media, this author has found it to have certain positive outcomes. This exposure is playing an increasing role in education and communication. Myers, K. K., and Sadaghiani, K. (2010) listed this as one of the attributes of generation Y which is aiding in their success and employability.

There is no profound epidemic of negative health effects caused only by technology use. Marshall, S. J., Gorely, T., & Biddle, S. J. H. (2006) have reviewed 90 studies from 1949 to 2004 related to averages of time spent physically inactive and using technology per day. They have repeatedly found that most young people have similar average hours spent inactive per day. The average time spent sitting still watching television, playing video games and/or using the computer is two and a half hours. This average is still within the recommended two and a half hour timeframe per day mentioned in the study. The only concern is for the 28% of youth recording more than four hours of technology use per day and their levels of physical inactivity. Marshall, S. J., Gorely, T., & Biddle, S. J. H. (2006) go on to mention that time spent viewing television or playing video games actually only has a small correlation with body fatness. A related questionaire used by Santos, M. P., PhD., Gomes, H., and Mota, J. (2005) included 450 young adolescents. They also found that levels of physical activity had very little correlation with hours spent watching television or playing video games. Horwath, J., & Williamson, C. (2009) include data that does not show any significant differences in how teenagers and adults the internet, in many cases adult use was higher than that of a teenagers.

The identity of youth across the generations has always been identified by material items and the media they are surrounded by. Besley, T. C. (2009) states that the identity youth create has always been strongly influenced by the media from one generation to the next. Generation Y in particular has strongly been identified by the dominant consumer orientated society and the information and communication technology revolution. With such a large expansion in many forms of technology and media, it has undoubtedly had a large effect. Hines, A. (2008) describes the current generation Y as global citizens, with instant communication and connectivity worldwide. Generation Y have surprisingly shown the world the true resilience of cultural identity after a tidal wave of globalisation. It is important to recognise what impact the tidal wave of media and information is having on society.
 * Cultural and Social analysis**

The way society connects with one another is vital, such vast changes in information and communication technology has had a significant impact on the way generation Y perceive the world around them. Since the introduction of film, radio, television, magazines and telephones, the youth that are born into each era adopt it without question. With every era of new technology, form of social interaction, or media, the previous generations are slow to accept and adopt its presence, ultimately falling behind. The research discussed has found only benefits in social interaction with the presence of instant communication. Although the idea of writing letters, postcards or even making telephone calls as being ‘a thing of the past’ is not seen as a bad thing, but in the opinions of many it is certainly not a good thing either. These earlier methods are full of personality and culture, they are not instantaneous. Emails, texts and instant messaging are convenient and connect an individual to others worldwide, but have lost their personal touch.

Never before has an era such as the technological boom struck the globe. Previous generations are either not interested, or in fear of being left out and isolated from the vastness of cyberspace, which is now such a vital element of social interaction. With any form of social interaction in human history, come negatives aspects. Yet, occurrences in the media of cyber bullying, internet identity theft, fake celebrity body image and harmful online material are all alarmingly new to the world that the ‘igeneration’ have been born into. It is discreet and harder to monitor and control than ever before.

Policies implemented by government such as the National Strategy for Young Australians include a list of initiatives. The government recognises that technology use is a daily part of life for many youth of Australia, the strategy includes a focus on safe conduct online (Australian Government: Australian Youth Forum 2010). In the interest of public health, any person using technology online can pose as tough or vulnerable no matter whom they are. The public need to be aware about safe conduct when behind a screen. They also need to remain physically active. Any new introduction of technology is going to be approached apprehensively. If you give people these tools, they’ll most certainly do great things with them.

The artefact chosen represents youth and the exciting things that new technologies have made possible. It opposes all the negative stereotypes about youth and the new digital era, giving it a fresh sense of hope. This analysis was never meant to be bias towards this new era and the millennials, but from a research and cultural perspective, positive outcomes of this technology boom on the public are predominantly mentioned. Once approached with caution, new technologies can only mean greater, exciting things for the population.
 * Analysis of artefact and own learning reflections**

There certainly is conflicting opinions that new technologies adopted by new generations are simply the next step in the right direction from the last popular means of ICT. But one needs to remember it will always be at the cost of loosing many of the benefits of older mediums such as researching a book in a library, receiving a letter, seeing a play or even composing a well thought email. In regards to public health and society, the best wishes of the individual are always of paramount importance. Technology alone calls for no concern on population health, it all comes down to the attitudes, approach and use of technology by each individual, this is no different for any other tool.

Page: __He’s just not that into you – Gen Y__ Author: __Meg Jacks__ Hey Meg,Great piece, I like your perspective about how taxing technology can be on our lives. I do not believe technology is to blame as such. Social interaction can be exhausting and frustrating, no matter what the medium is. Think more about so many of the positives that ICT has brought us!
 * Reflection Task**

Page: __Materialism and Generation Y__ Author: __Mitchell Robinson__ Fantastic job on digging deeper to find those core issues in both the literature review and the cultural analysis. It’s sad to think just how much society has fabricated this sense of individuality and freedom around materialistic items. After reading your piece I am now almost embarrassed to mention that as a Generation Y'er myself, I too surcome to the materialism all too often which i am exposed to daily. It is such a shame that our values have changed in this way.


 * References**

Australian Government: Australian Youth Forum (2010). National strategy for young Australians. Retrieved from []

Battalio, J. (2007). 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class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   begin_of_the_skype_highlighting <span class="skype_pnh_print_container"><span class="skype_pnh_print_container">333-333-349 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">333-333-349   <span class="skype_pnh_mark">end_of_the_skype_highlighting   end_of_the_skype_highlighting. doi:10.1016/j.adolescence.2005.08.016

Myers, K. K., & Sadaghiani, K. (2010). Millennials in the workplace: A communication perspective on millennials' organizational relationships and performance. //Journal of Business and Psychology, 25//(2), <span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container">225-225-238 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238  <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"> <span class="skype_pnh_dropart_span"> <span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"> 225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">225-225-238 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   begin_of_the_skype_highlighting <span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container">225-225-238 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"> <span class="skype_pnh_dropart_span"> <span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"> 225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">225-225-238   <span class="skype_pnh_mark">end_of_the_skype_highlighting   end_of_the_skype_highlighting. doi:10.1007/s10869-010-9172-7

Santos, M. P., PhD., Gomes, H., & Mota, J. (2005). Physical activity and sedentary behaviors in adolescents. //Annals of Behavioral Medicine, 30//(1), 21-21-24. doi:10.1207/s15324796abm3001_3

Selwyn, N. (2009). The digital native - myth and reality. //Aslib Proceedings, 61//(4), <span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379  <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"> <span class="skype_pnh_dropart_span"> <span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"> 364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"> <span class="skype_pnh_dropart_span"> <span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"> 364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting     <span class="skype_pnh_mark">end_of_the_skype_highlighting   begin_of_the_skype_highlighting <span class="skype_pnh_print_container"><span class="skype_pnh_print_container">364-364-379 <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting   <span class="skype_pnh_container"><span class="skype_pnh_mark"> begin_of_the_skype_highlighting <span class="skype_pnh_highlighting_inactive_common"><span class="skype_pnh_textarea_span"><span class="skype_pnh_text_span">364-364-379   <span class="skype_pnh_mark">end_of_the_skype_highlighting   end_of_the_skype_highlighting. doi:10.1108/00012530910973776

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Wuest, B., Welkey, S., Mogab, J., & Nicols, K. (2008). Exploring consumer shopping preferences: Three generations. //Journal of Family and Consumer Sciences, 100//(1), 31-31-37. Retrieved from @http://search.proquest.com/docview/218175635?accountid=13380Timeflies - Itribute