User talk:Baizihao123

Baizihao123 (discuss • contribs) 20:43, 30 October 2019 (UTC) Most Important Elements of that Discussion around Screen Time: Screen time can be described as that time that is spent by someone watching or using television. In this context, the screen can range from televisions to phones. Some factors are crucial during screen time and have to be discussed. Screen time should be limited depending on some elements. Since any content can be aired, it is good to control the audience whenever it is screen time. Some important elements should be discussed when around screen time (Hale, 2015). These elements include age, content, audience, size of the screen, etc. These elements, I think they are quite important since they dictate the result after the screen watch. Content meant for grown-ups can affect children if they view it. How does it relate to the Concept of ‘Always On': Always on can be referred to as the state of being always active, operating or even powered. Screen time only occurs when the television is on or when being operated. The time when the screen is switched off can be described as ‘Always On'. Therefore, the always-on and screen have a relationship. For a screen to be referred to as always one, then during that period it should be operated and actives. Screen time will only count when it is showing something on the screen (Twenge, 2018).

Categorize Screens: The categorization of screens normally affects the concept of Always On. Different screens can be active at different times. One can operate a phone screen while using a television screen. The screen can be categorized as a plasma display, Liquid Crystal Display (LCD), Digital Light Processing Technology (DLPT) and Cathode Rays Tube (CRT). The plasma display screen is the latest. Some screens here can affect the vision and therefore, interfere with screen time and Always On concept. The relevant theme concerning the screen time with the categorization of screens will be the quality of the pictures being displayed at the screen.

Reasons behind Choosing to Categorize Screen Time in that Way: The different screen has different brightness and picture qualities. The screens with good picture qualities are more admired compared to those screens that do not have the best quality pictures. Therefore, the best quality screens have a longer screen time hence most preferred. On the other hand, the brightness of a screen can affect eyes and that means, the screen time too will be affected (Twenge, 2018). A screen with more brightness will decrease screen time with time and the moderate brightness will have increased screen time over some time.

The difference in Participant's Use of Screen: As said earlier, there are different types of screens. Some screens may be curved while others may be plain. Participants have different tastes when it comes to these two types of screens. Some will be glued to screens when using a curved screen while others will be comfortable with a plain screen. The two screens affect screen time depending on the taste of the participant or the viewer. A curved screen will give a wider view and thus the chances of having more screen time will be high. Some participants have the perception that curved screens are special and this automatically affects screen time positively.

The context in which Screen Time is Shaped: The context can be described as what is being aired on the screen at a certain duration. The context can dictate whether the screen will be always on or not. If the context is not up to the viewer's expectations, then screen time will be shortened. When the context is suitable, definitely the screen time will increase. Therefore, the context in which the screen time is shaped will largely depend on how the viewer will perceive it (Hale, 2015). The screen time should be shaped according to the viewers' needs.

References Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and adolescents: a systematic literature review. Sleep medicine reviews, 21, 50-58. Twenge, J. M., Joiner, T. E., Rogers, M. L., & Martin, G. N. (2018). Increases in depressive symptoms, suicide-related outcomes, and suicide rates among US adolescents after 2010 and links to increased new media screen time. Clinical Psychological Science, 6(1), 3-17.

Exercise #2
～～～～ Villi, M. and Matikainen, J. (2016). Participation in Social Media: Studying Explicit and Implicit Forms of Participation in Communicative Social Networks. Media and Communication, 4 (4), pp. 109-117. The paper by Villi and Matikainen (2016) aims to explore the different methods of audiences’ participation in social media with particular focus on explicit and implicit participation when they do not create content but just connect with other users. The authors do not resort to empirical methodology as they basically review the existing studies on the issues related to implicit and explicit forms of participation in social media culture. This paper contributes to the studies on the forms of participation in new media as it considers forms of participation, which are alternative to production and content creation only. The study outlines important findings on what explicit and implicit participation is, the roles of social media users such as content consumers, producers, and distributors, and methodological implications of relevant studies. At the same time, the limitation of the paper is that it does not offer any new theories and assumptions on the possible forms of participation what stems from the methodology adopted.

Exercise #3
As it is argued by Goodwin and Jasper (2015), social movements foster the development of new outlooks on what society is and how it should evolve and this forms the essence of “civil society” and “public sphere”. The present work analyses the role of technology and communications in social movements in light of this argument with reference to the case study of EuroMaidan revolution in Ukraine in 2013. “We are meeting at 22:30 under the Monument of Independence. Dress warm, bring umbrellas, tea, coffee, good mood and friends. Reposts are highly encouraged!”. This was the post made by a famous Ukrainian journalist Mustafa Nayyem back in November 2013 that brought thousands and than millions of people on streets to ignite what would be later called EuroMaidan revolution or the Revolution of Dignity (Bohdanova, 2014). The revolution started as a civil protest against the actions of them-President Viktor Yanukovych who refused singing visa-free regime agreement with the European Union (Bohdanova, 2014). Besides the initial post, the protesters were actively using Facebook, Tweeter, and other social media to connect, invite other people to join, and spread information to people all over the world. As it is reported in the publication on BBC, the hashtags #euromaidan and #euromaydan wwere used more than 21 000 times on Internet and more than 730 000 times including their Russian and Ukrainian versions within just 24 hours the next day of the first post by Nayyem (BBC Trending, 2013). The revolution in Ukraine commenced as a civil movement against corruption, unpopular governmental decisions, and overall lack of transparency in political sphere dominated by pro-Russian decisions. Civil society that was forming in the country at that time used all means to fight the right of people to intrude and have their say, and the power of technologies and digital communications made this possible. As it is explained by Kumar and Svensson (2015), civil society has several main characteristics, such as self-organization, spontaneity, self-motivation, and absence of ties and dependence on state to make things happen. In this context, the role of technologies is difficult to overestimate. Shirky (2011) attributes the significant importance to social media to enable public generate such rapid and massive response to political events, and this is exactly what happened in Ukraine in 2013. The change of President and the entire political elite in the country that followed the revolution of Dignity became possible due to the action taken by the growing civil society equipped with the communication tools of digital technologies. To conclude, it should be noted that media and communication are the main means civil society uses to connect, discuss the goals, and self-organize to act, and the way such communication and interaction has been facilitated by modern technologies is a significant factor that makes such social movement like the one in Ukraine possible. References BBC Trending (2013). #BBCtrending: How social media is shaping Ukraine's protest movement. BBC [online]. Retrieved from: https://www.bbc.com/news/blogs-trending-25201784 [accessed: 28 November 2019]. Bohdanova, T. (2014). Unexpected Revolution: The Role of Social Media in Ukraine's Euromaidan Uprising. European Law, 13(1), pp. 133-142. Goodwin, J. and Jasper, J. M. (2015). The Social Movements Reader: Cases and Concepts. New York: Wiley. Kumar, V. and Svensson, J. (2015). Promoting Social Change and Democracy Through Information Technology. Hershey: IGI Global. Shirky, C. (2011). The Political Power of Social Media: Technology, the Public Sphere, and Political Change. Foreign Affairs, 90(1), pp. 28-41.

Exercise #4
Wikibooks is a collaborative media platform specifically designed to provide an opportunity for all people to write and edits books and chapters on different topics. Basically, the practice of my participation in Wikibooks, this platform allows for both content creation and content consumption, which makes all its user prosumers in the broader sense. Wikibooks emphasizes the visibility of its users by tracking and revealing all their actions marked by their nicknames as well as the time any post or comment was made. Besides, as the publication system at Wikibooks requires, it is necessary to make clear who makes the post to make sure that other readers know who said what and to whom they make a reply. Wikibooks appeared to be a useful tool to facilitate collaborative research, especially after the suggestions on how to format the discussion and structure all the ideas all of the participants contributed. While our group missed this aspect out, it might have been more effective to select the most important and interesting topics based on the threads with more answers to further highlight in the research project. At the same time, it is good to have all the ideas on the research project apart from communication on other issues that are commonly happening on other social media platforms gathered in one place. As it is fairly noted by Boyd (2012), people do not need to be always connected online to stay connected and the fact that people may create content via Wikibooks on the topics of their interest within their narrow online communities proves this assumption by Boyd. Boyd (2012) further continues saying that online communities are not just digital communities but they refer to real social relationships. The ask of discussing the research project online is a good example as we, as a group, met offline and aimed to resolve the real-life issue by the means of engaging in online communication within our digital community that duplicated real-life communities. However, I assume that in the case of discussion boards on Wikibooks it is not always the case. People find the topics and the book chapters they are the most interested in and may engage in the discussion of these topics with others who are equally interested. People may live in different countries and be separated by cultures, distance, or social barriers, but they all come together on Wikibooks to communicate and in such a way this platform fosters communities’ development. In such a way, it might be argued that wiki platforms like Wikibooks are effective to enhance online emancipation as it provides equal rights to all people to contribute with their knowledge not based on their social or other status. People of different backgrounds who might not have met in real life may come online to communicated and share their knowledge with other members of the online community simply based on their interests, and this is the real power of participation and connectivity.

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement was evaluated.

Evidence from contribs to both editing and discussion of content (i.e. volume and breadth of editorial activity as evidenced through ‘contribs’). These are primarily considered for quality rather than quantity, but as a broad guideline:
 * Each item on a contribs list that are 1000+ characters are deemed “substantial”: none
 * Items on a contribs list that are <1000 characters are important, and are considered in the round when evaluating contribs as a whole because of their aggregate value: certainly not for the duration of the project, and not near the level, standard, nor quantity advised in the wikilab. 5 contribs in total is not the expected standard here. all but one of these submitted over 2 days (15/16th Nov).
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, odd choice to approach having ignored the advice in labs and in the assessment brief - the project assessment period lasted over three weeks

GregXenon01 (discuss • contribs) 12:57, 19 December 2019 (UTC)

Instructor Feedback on Wiki Exercise Portfolio
Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:


 * Merit. Among other things, merit entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.
 * This work is at the lower end of this particular grade band, so there’s clearly room for improvement here. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets. Especially in your case, making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts, and made them much easier to navigate. Signing *all* of your contribs on discussion pages would also have helped!. I suspect that, if you become more familiar and proficient with the platform, that this will make a considerable difference. Overall, you write very well, and there is some really good material in here!

General: In addition to the common marking scheme, there are three broad criteria widely employed in the Division, which are used to help assessors evaluate your work in a more general sense:

Reading and research: is there evidence of critical engagement with set materials?; is there evidence of independent reading of appropriate academic and peer-reviewed material? For this element, your work has been evaluated as: Merit Argument and analysis: Is argument well-articulated and well-supported?; is there evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position)?; is there evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections)?; is there evidence of independent critical ability? For this element, your work has been evaluated as: 'Merit''' Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Merit GregXenon01 (discuss • contribs) 14:03, 19 December 2019 (UTC)