User talk:Zizi.husain

This discussion page is for CMCPP10 Living in a Connected World 2018

Zizi.husain (discuss • contribs) 14:39, 29 September 2018 (UTC)

= Wiki Exercise screen-time survey (part1) =

Zizi.husain (discuss • contribs) 15:22, 29 September 2018 (UTC)

Screen time is spending time in front of a television, computer, video game or other type of screen ("TRT", n.d.). First, I’m going to give a general idea of the main subject. Secondary, I will discuss my own screen time usage. Finally, I will illustrate a brief of the problem as well as an opinion. Time screen technology has its own advantages and disadvantages, as for social media for example: it has been shown to foster social bonds among people who might feel excluded and isolated from society. On the other hand, it has been proven (L. Dunckley, 2014) that there are many cons behind the excessive use of the different kinds of screens and bad use of screen time have made us addicted. However, it can be limited if we know how to control it ("Screen Time: Benefits, Risks, and When to Draw the Line", n.d.).

Clearly, my personal use of screens is depending on the reason. Depending on my own statistics; my time was divided between smart phone, laptop and Television. Smart phone has 56%, 10 percent for my laptop and 7% of my time were spent on television. Too bad that I’m spending this much of time of screen timing. Probably, I am spending most of my daily time the smart phone surfing and monitoring different kind of social media applications for communicating and being in touch with my family and friends around the world, especially my family in Kuwait.

In addition, television, social media, smartphones, tablets. In today’s world, technological advances have made us heavily reliant on our different screens. In fact, more than 64% of American adults now own a smartphone and the average American household has more televisions than people (Minnesota Department of Health, 2016).

Finally, screen time is under our control if we manage our time using the screens. In my opinion, the excessive use of screen time is putting people at risk of being anti-social, having different kind of mental health issues and many other problems. In conclusion, no one will live an hour without his cell-phone, but we can always try to limit our use under any circumstances to avoid any future misuse which eventually leads to multi - dimensional problem.

Instructor Feedback on Wiki Exercise 1

 * 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:

Pass . Among other things, pass entries may try to relate an idea from the module to an original example, but might not be very convincing. They may waste space on synopsis or description, rather than making a point. They may have spelling or grammatical errors and typos. They might not demonstrate more than a single quick pass at the assignment, informed only by lecture and/or cursory reading. They may suggest reading but not thinking (or indeed the reverse). The wiki markup formatting will need some work.


 * This work is at the upper end of this grade band, so a little improvement will go a long way to attaining a higher mark. 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. In addition, Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. I suspect that, if you become more familiar and proficient with the platform, that this will make a considerable difference.

Detail:
 * I like some of your ideas here - you are clearly interested in this subject, and there are some background ideas that could quite easily be developed into a more complete project if extended.
 * I would have liked a little more critical engagement with the notion of "addictedness" to screens. This is, as you know, a highly problematic assertion (not incorrect, but certainly one that needs unpacking if you are to make use of it) and a claim that would benefit from further research.
 * I am sure you will get there however, because this is a good effort at a first post on the wiki.

General:
 * 'Reading and research': evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material. Merit.


 * 'Argument and analysis': well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability. Pass/Marginal-Poor.


 * 'Presentation': good use of wiki markup and organisational skills. Marginal.

GregXenon01 (discuss • contribs) 13:42, 8 October 2018 (UTC)

= Wiki Exercise (part 2) =

Carr, N. G. (2010). The shallows: What the Internet is doing to our brains. New York: W.W. Norton. Chapter 3.

In Chapter 3, Carr discusses how the internet has rewired our brains and affected our concentration capabilities. The author explains how the culture of skimming through content on the internet has changed the brain and as a result, books have become harder to read '''. He used elements of psychology and neuroscience to show the changes in brain activity after internet use '''. The study is in line with my interest in Katherine’s work on how digital media affects our thinking. The main limitation of the study by Carr is that some of the data given can used to refute his main claim. In an experiment performed on internet users, it showed that there was no significant difference in actual brain activity and they were equally involved in reading books. The book offers a deeper understanding into the relation between a person’s intellectual capacity and the internet’s role in shaping it.

Occupy wall street


In the modern day society,  social movements occur when people develop a desire to alter the status quo, or to be governed in a better way. Goodwin, & Jasper, (2014) opines that these movements provide the public with a chance to address injustices facing them, and to decide their future. It is through such movements that people join hands to ouster an unpopular government, or to advocate for the repeal of unpopular legislation. Communications and technology have played a key role in most social movements. It is through social media and other modern day technologies that information regarding the social movements are disseminated. Through these technologies, it has become easy for people to acquire and spread information regarding social movements.

Occupy wall street is a perfect example of a case study that can be regarded as a social movement. This movement sought to address the issue of disparity in the United States as well as the rising gap between the affluent and the poor (Goodwin & Jasper, 2014). Organizers felt that there was a need to regulate the powers held by financial institutions, and large companies across the United States. Most of them felt that if things were not addressed urgently, the general population would be at the mercy of banks, and other large financial corporations. For instance, most of these corporations exploited their employees, while at the same time offering financial services at prices that were above what most citizens could afford.



Occupy wall street can be regarded as a social movement since it was driven by the need to change how things are done and give people greater powers over how things are done. In most social movements, people rely on modern-day technologies to inform others on what to do, where to meet, and how to dress among others (Gerbaudo, 2018; Bonilla & Rosa, 2015). During the occupy wall street movement, people relied on Twitter, social media, and other forms of communication to communicate with each other, and to convey their messages. Communications play a key role during movement since it not only informs followers of what to do but also keeps them assured that the fight is still on.

It is through social movements that citizens develop new ways of viewing and doing things. Most scholars agree with Goodwin, & Jasper, (2014) that social movements result in changes that are felt even long after the movement took place. Most of them also believe that without the social movement, society will deteriorate, and things will become worse. For instance, most people who took part in the occupy wall street movement felt that corporations held immense powers to an extent they could influence the running of the government. For instance, most of these corporations used bribes, and other means to block the government from addressing issues such as low wages, and income inequality. Della, & Diani, (2017) suggests that historically social movements have been spurred by injustices, unequal representation, and a desire to make things better for the benefit of all people. Most people join these movements with the aim of inspiring a change or fighting against unfair treatment.

Zamzam (discuss • contribs) 14:49, 28 October 2018 (UTC)

Helpful links
You guys can find out more about Wikibooks editing Here.

Wiki common
To use an image on Wikis images on Wikibooks:

Firstly :


 * Go to Wiki Commons
 * Search for you image topic.
 * Choose the image you desire then click on it.
 * Once you click on an image it will enlarged after that you will see a blue rectangular button which it says More details press on it.
 * It should take you to the image file page, this page has all the details you need, you will see 5 efferent icons; to download it, use it on the web, use it on a wiki which we should always use on our assignments email the image and the last icon should tell you about the reusing of an image on Wikis.
 * After you choose the W icon to be able to use it on your Wiki page, a link box should appear saying Use this file on a wiki and it should has two links; one to use the image as a thumbnail, the other to use it as a regular image, this link should be your image on your Wiki work.

Editing images on Wiki books
Secondly:

Your image is now ready to be used on Wikibooks!
 * Choose the thumbnail link from wiki common.
 * copy the URL and past it to your work.
 * If you did't find you image you can upload it from the editing toolbox, just press on the image button ( embedded file ) another tool box should say insert file upluad you own peace of work (the image) follow the instructions and press on upload then inset.

 Editing the size, right corner, frames Examples: Bouncywikilogo.gif|New-Bouncywikilogo|200px|left| wikipedia logo
 * After you add your link you can now adjust it by adding ( | ) you will be able to control your image at full.

Bouncywikilogo.gif|New-Bouncywikilogo|400px|center| wikipedia LOGO

Bouncywikilogo.gif|New-Bouncywikilogo|200px|thumb| Zamzam logo

And that's it!


 * For the first frame-less image I used : 200px, left, non I used none format to get a frame-less image:




 * Now I will resize it, put it on the right side, use a fame:



I hope I have explained everything as it should be :) and I am always welling to help! cheers! Zam (discuss • contribs)

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 upper end of this grade band, so a little improvement will go a long way to attaining a higher mark next time. 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, but this is being quite picky – there’s some excellent work here (see following comments).

Detail:
 * Ex#2: this annotated bibliography is well written, useful, and reflective. It utilises the wiki form to present what would otherwise be fairly dry academic material in a visually interesting way.
 * Ex#3: this is very well written indeed. You have chosen a very good case study as a vehicle to illustrate social movements more generally, as well as demonstrate your understanding of the social movements studies literature. This piece articulates your ideas and approaches in a straightforward and very accessible manner. Very good use of secondary sources here to support your argument. Some nice uses of image to frame the text and help the reader to engage visually. Well done!
 * Ex#4: I really like the use of the animation in here – and also, it’s notable that your placement of the wiki symbol to mirror the Wikipedia home page position (i.e. top left) is very well judged. This works visually to tie the piece together, and for me, does away with the need to use other images in here. You have understood many of the main underlying aspects of wiki in educational contexts, and reflect upon these through communicating your own experiences of working with wiki environments and working through the unfamiliar territory you describe. Usefully, you draw upon some independent reading to substantiate your points, and this strengthens your argument considerably. There are one or two typos in this one.

General:
 * 'Reading and research': evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material. Merit.


 * 'Argument and analysis': well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability. Merit.


 * 'Presentation': good use of wiki markup and organisational skills. Merit.

GregXenon01 (discuss • contribs) 12:02, 17 December 2018 (UTC)

Instructor Feedback on your contribs to Essay Discussion Page
Contributions to discussion 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:


 * Good. Among other things, good contributions 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 formatting, 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, discussing this in a transparent way with fellow researchers on the Discussion Pages. The wiki markup formatting will be very clear.

In addition, you were asked in the brief to address the following guidelines in terms of contribution, engagement and conduct, Here is an evaluation of those elements of your activity on the Essay Discussion Pages:

•	Students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement is 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: o	Each item on a contribs list that are 3000+ characters are deemed “considerable” o	Each item on a contribs list that are 2000+ characters are deemed “significant” o	Each item on a contribs list that are 1000+ characters are deemed “substantial” o	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 o	It is expected that you will make at least one contrib per day, for the duration of the project


 * Pass. (Upper end of the grade band). Fairly consistent engagement throughout the duration of the project. A large number of smaller, but very important edits made on both your own pages and on the main essay discussion page. This is crucial: it allowed you to engage with the other students as more of a community and to take what you learned to a wider audience. There were also a small number of contribs which might be considered “substantial” by the above criteria. These made a real difference in both relaying crucial information and in adding value to the project as a whole. Unfortunately, there are no contribs that could be considered significant or considerable: although it’s important to acknowledge that this is about quality of engagement much more than quantity, one would expect at least one or two of these more weighty contribs in there which would have made a positive difference to the essay and to the project overall.

•	Engagement with and learning from the community on Discussion Pages o	Evidence of peer-assisted learning and collaboration 	Excellent. o	Evidence of reading, sharing, and application of research to the essay 	Merit. o	Evidence of peer-review of others’ work 	Excellent.

•	Reflexive, creative and well-managed use of Discussion Pages o	Clear delegation of tasks o	Clearly labelled sections and subsections o	Contributions are all signed 	Merit.

•	Civility. Your conduct is a key component of any collaboration, especially in the context of an online knowledge-building community. For further information about this in a Wikimedia context, please go to https://en.wikipedia.org/wiki/Wikipedia:Five_pillars. Please respect others, as well as observe the rules for civility on wiki projects. All contribs are moderated. 	Excellent. GregXenon01 (discuss • contribs) 12:07, 17 December 2018 (UTC)