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History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/Henry Freeman Coffey/Notes

1913 03
4KY reported burnt in accident immediately prior to opening of VIY "Accident at the Wireless Station. — A slight accident occurred at the wireless station on Wednesday afternoon. While engaged fixing a petrol engine Mr. F. J. Burgoyne, the engineer in charge, was severely burnt about the face owing to some petrol catching alight. Mr. Coffey, his assistant, also sustained some burns. Neither, however, was incapacitated from work. The Wireless Station.— Mr. John Livingston M.H.R. received a telegram yesterday from Mr. Oxenham, the secretary to the Postmaster-General, stating that the wireless telegraph station at Mount Gambier would be open for public business to-day. There will be no official opening."

Border Watch clarifies that 4KY not injured in any way in the accident at VIY "Accident at Wireless Station.— We are pleased to learn that Mr. H. T. Coffey, radio engineer at the Mount Gambier wireless station, was not in any way injured by the accident at the wireless station on Wednesday last."

1926 12
Wonderful ode to the "Maggie" by Coffey "Wireless in Pre-Crystal Days. BY H. F. COFFEY, Officer In Charge, Radio Station, Brisbane. Long before the introduction of crystal and valve rectifiers we put up some good DX work on the magnetic detector, yet the 'maggie' seems to be in oblivion today. From the writer's own experience, the 'maggie' was difficult to beat when skilfully handled, the drawback being that the instrument had to be wound up now and again. I may have been lucky as my first trip to U.S.A. under the White Star flag, was very pleasant on the reception side, although ice reports are frequent during the months of November and December. On arrival in Liverpool I was detailed by the genial superintendent, Mr. E. D. Pereira, to proceed to Hepburn, Newcastle-on-Tyne to refit the s.s 'Stephen,' Booth Steamship Company. While there I met Mr. Robinson, officer in charge of Cullercoats Radio, and had the pleasure of viewing for the first time the Poulsen Arc, which was under initial tests by the British Post Office. I carried out reception tests with Mr. Robinson after leaving Newcastle-on-Tyne, and I distinctly remember holding Cullercoats for a distance of 499 miles on the N.E. Scottish coast in daylight, on the magnetic detector. In the good old days which I refer to, operators were, owing to expansion and pressure of business, verily 'human oscillators working magnetic rectifiers.' For instance, one day I was fitting a new aerial to a sister ship of the 'Stephen,' when the steamer next to us pulled out without an operator. I had no time for reflection, but jumped aboard in overalls with only 10/ in my pocket — very little money, seeing that our next port of call was Havre. On the arrival of the 'Huayna' at Havre I signed on before the British Consul. From Havre we proceeded to Hamburg where we had a jolly time for a period of ten days. While in Hamburg I could read Cullercoats in the afternoon on the 'maggie,' but owing to the very limited amount of power obtainable from our old Manchester type dynamo, I could not raise him. On arrival at Gravesend we picked up my tropical outfit, forwarded by the company from Liverpool, our destination being Iquitos, some 2000 miles up the Amazon, in the heart of Peru. During the voyage out to the Amazon good reception results were obtained with Poldhu, reading MPD well south of Madeira on the magnetic detector, although the 'Huayna' had only a very small aerial, being only a 2000-tonner, suitable for navigating the upper reaches of the Amazon from Manaos to Iquitos, 2000 miles inland. During our voyage up the Amazon, I discovered that I could quite easily compete with the Brazilian and Peruvian stations in the prevalence of static, which, unfortunately, prevailed for nearly 18 out of 24 hours. At this time (1910) the Amazon stations erected by the Telefunken Company were employing, or rather, experimenting with crystal detectors. I distinctly remember, one evening, when we were between Manaos and Para, intercepting a radio for the manager of the Booth Steamship Company, who was aboard our vessel, the message being missed by Santarem Radio, although we passed the latter station early the same afternoon. Once again my old 'maggie' clearly demonstrated her superiority over the crystal detector in the intense static which prevailed at the time. Similarly, while operating in the Union Castle line, the writer has cleared traffic to the H.M.S. Hermes (which was the flagship of the Cape squadron at that time at distances exceeding 1800 miles, without any difficulty and worked Durban Radio over 1500 miles, all over land. On the ships of the Union Castle line, we had splendid aerials, and plenty of power for transmission. I distinctly remember on our second trip to the Cape, my friend, Mr. Hobbs on the H.M.S. Hermes read me at 2000 miles. This was in the beginning of winter, when static conditions were moderately good. Later on, I asked Mr. Hobbs how he did it. He replied: 'It is a secret, but you are using a Fleming valve!' I assured him I was using a simple magnetic detector, which gave me excellent signals at 2000 miles from the 'Hermes,' which was anchored in Simonstown. During this voyage, on the 'Durham Castle.' we enjoyed Poldhu's Press to the equator line, which we considered at the time to be a very good performance for the old 'maggie.' My next flag was the P. and O., aboard the 'Persia' to Bombay. Initial tests with Northforeland Radio showed this particular 'maggie' to be very far from standard. However, with a little patience, and juggling of the magnets, signals improved immensely, so much so during the voyage that Poldhu's signals were intercepted to Port Said. I worked Marseilles in daylight shortly after passing through Gibraltar. During this voyage I remember receiving a coded radio for a commercial representative of one of the big British houses and we were unable to find the key. Some two hours later we received the message decoded by the Eastern Extension Company. The decode was very important as it contained instructions to our commercial friend to catch the steamer to Brindisi, thence overland per express in time to catch the 'Mauretania' to New York a few days later. such was the utility of wireless fourteen years ago! Needless to say, the commercial gentleman celebrated the reception of the decode in an exemplary manner! The characteristic of the service in those days was 'speed,' for the art was young and the prospects very promising to the operator who desired to 'oscillate' as some of us virtually did. I was enjoying a brief spell of leave in Killarney, when an urgent wire reached me, instructing me to report for duty at the London office of the Marconi Company, some 48 hours later. I had to proceed to Newcastle-on-Tyne, complete the wireless installation aboard the 'Dimboola' of the Melbourne Steamship Company, sailing aboard in charge of the installation for Australian waters. Here I desire to impress our readers of the high efficiency of the magnetic detector as a rectifier. During the entire voyage via the Cape we were only out of touch with land for a period of 48 hours, clearing traffic with Durban at 1600 miles, working Durban through the 'Zeiten' the following night, and clearing traffic to Perth Radio at 2400 miles. POP as Perth then was, before its call was subsequently changed to VIP, was being tried out by the Telefunken engineers. Referring to daylight ranges on the 'Dimboola' I remember exchanging traffic with Swakupmond, German S.W. Africa, at a distance of 510 miles observation, verified by our genial skipper, Captain L. Roy, who is at present marine superintendent of the Melbourne Steamship Company. When we were 1100 miles off Durban Radio, the writer intercepted a distress signal from the 'Salamis,' which was in a bad position only some 70 miles north of DBN. Owing to the very bad screening which obtains on this coast. Durban could not read his signals, therefore, I had to stay on watch until the early hours of the morning, relaying all traffic both ways, until such time as the 'Salami' was safe, receiving 'first aid' from two tugs sent out from Durban. Finally, I consider that the 'maggie,' owing to its absolute reliability, purity of note, or shall we say faithfulness of reproduction, should have an important place in the realm of short distance radiotelephony. Placing a single stage of audio amplification behind the magnetic detector will produce true music. Experimenters, give it a trial!"

1934 08
Detailed obituary 4KY "MR. H. F. COFFEY. Mr. Henry Freeman Coffey, of Byng-road, Maroubra, who died on Saturday week and was buried in the Catholic Cemetery, Botany, was one of the pioneers of radio. Born in 1885 in the Barony of Inveragh, Ireland, Mr. Coffey went to London at the age of 18 to train in general engineering. In 1910 he joined the Marconi Co. and served in a number of vessels of the White Star, Booth Steamship Co., Iquitos Steamship Co., Union Castle Line and P. and O. Bombay Mail. Mr. Coffey made two trips up the Amazon River for a distance of 2000 miles. He fitted several Australian ships with wireless when they were built in the United Kingdom and sailed to Australia in the 'Dimboola.' He joined the Commonwealth Radio Service in 1912. In that year Mr. Coffey assisted with the erection of the Radio Station at Mt. Gambier, of which he was placed in charge. Later he was in charge of coastal radio stations at Broome, Melbourne, Sydney, Thursday Island, Brisbane and Hobart. In 1928 Mr. Coffey was transferred to the Receiving Station of A.W.A. at La Perouse. Mr. Coffey suffered only a short illness and died of bronchial pneumonia. He leaves a widow and four children. The chief mourners were Mrs. H. F. Coffey and her sons and daughters. Amalgamated Wireless was represented at the funeral by Messrs. A. S. McDonald (chief engineer), W. G. Clarke (traffic manager), Captain Toombs, P. W. Brown (officer in charge), with a large number of the staff from A.W.A. Receiving Centre, La Perouse, V. Stanley (officer In charge at A.W.A. Radio Centre), together with a number of the staff, K. McLellan (supervisor), and several members of the Central Radio Office, Sydney, and Beam messenger boys. The wireless section of the P.M.G.'s Department was represented by Mr. W. T. S. Crawford, Chief Radio Inspector, and Mr. J. Brown, Assistant Radio Inspector. A number of boy scouts also attended."


text:
Free Knowledge Culture Calendar/May 13

Today in 2002 eMule was released. It became the most popular client for the eDonkey2000 network.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Free Knowledge Culture Calendar/May 13


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Free Knowledge Culture Calendar/May 14

Today in 2013 SecureDrop was launched. It was Aaron Swartz’ last project, which already had a release date set, only a few weeks before his death.

title: Free Knowledge Culture Calendar/May 14


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User talk:Hasley

Welcome, Hasley!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. JackPotte (discuss • contribs) 20:09, 27 September 2019 (UTC)

Are you interested in becoming a reviewer?
Hi Hasley,

Thanks for you contributions. Just a query: are you interested in joining the Reviewers? I checked your contributions, I think you probably should have been autopromoted a while ago, according to the requirements. But for some reason the software seems not to have autopromoted you. That happened to me too.

I noticed that you recently got the autoreviewed right from Leaderboard, but the reviewer right gives you the ability to review others edits: see Special:ListGroupRights for the differences. Anyway I'm not an admin, so I can't give you these rights, but you could apply at WB:RFP. It does seem a bit quiet there at the moment, but I think if you asked User:Pi zero directly on their talk page they might also be able to help.

Thanks for your consideration, -- Jules (Mrjulesd) 16:59, 16 October 2019 (UTC)

 * (I do wonder about the autopromotion mechanism; it seems a significant design flaw that it doesn't provide some way to explicitly check what the software thinks of the status of a user relative to the criteria. We have no way to be sure why a user hasn't yet been autopromoted.) --Pi zero (discuss • contribs) 17:12, 16 October 2019 (UTC)
 * Hmm it does seem like a few bugs here and there, but I think almost its inevitable. The recently opened T234744 has no reply as yet from a sys admin, perhaps it may be difficult in getting precedence over other problems. -- Jules (Mrjulesd) 17:35, 16 October 2019 (UTC)

 * Hi, Jules and Pi zero. I've checked Reviewers and the user rights log. It seems that some users should have been autopromoted. I often encounter LTAs and run-of-the-mill vandals, also I could help with the pending changes backlog. That would be quite helpful sometimes. Kind regards, —Hasley (discuss • contribs) 22:41, 16 October 2019 (UTC)
 * Cool. Perhaps you should ask on Pi zero's talkpage? -- Jules (Mrjulesd) 13:49, 17 October 2019 (UTC)

 * Thanks Jules, but first I'd rather know what Pi zero thinks. —Hasley (discuss • contribs) 18:20, 17 October 2019 (UTC)

 * This thread was a lingering to-do item on my list, but I see QU promoted you to reviewer earlier this month. --Pi zero (discuss • contribs) 02:38, 23 November 2019 (UTC)

Please take a look at this talk page
Talk:Reverse Engineering/File Formats. And sorry for big deletion, it happened accidentally because I was fighting with stupid abuse filter which didn't let me simply revert vandalism. 2A00:F41:18F0:B560:FCE0:8C44:92FC:B2AC (discuss) 18:24, 5 November 2019 (UTC)
 * Thanks. And I'd like to clarify it happened because of clicking wrong revision to revert to. 2A00:F41:18F0:B560:FCE0:8C44:92FC:B2AC (discuss) 18:28, 5 November 2019 (UTC)

 * No problem. I've seen these changes, but you were faster than me. I have reverted it to an old edition. Please tell me if you have problems. Bests, —Hasley (discuss • contribs) 18:30, 5 November 2019 (UTC)

Please
Hi Hasley,I am new on wiki do you mind briefing me a little I also want to make great contributions on Wikipedia and it's sister articles if you don't mind.Dear Hasley. Mirabelle heavens (discuss • contribs) 22:41, 9 April 2022 (UTC)

It was about time, I guess
It was only a matter of time. Do you have any idea why the Hermione page always gets the target of vandalism? It's really odd to me. Doesn't that/those guy(s) have a life?. I can't wait until it stops. Or a permament semi-protect of that page. I think it is one person, a persistent vandal. L10nM4st3r / Roar at me 07:11, 10 August 2022 (UTC)

 * Hello! I do not know why that person chose it as their attack target — unfortunately, that is not really a question I can answer. I would re-protect those pages with a longer duration, as well as, where this has not been done, set up an abuse filter that blocks and prevents them from making their vandalism. Except for global locking their accounts, that is something up to local administrators, and I am not one of them . Best, —Hasley (discuss • contribs) 14:49, 10 August 2022 (UTC)
 * what do you think of an abuse filter for this? Think you could set one up? L10nM4st3r / Roar at me 16:09, 10 August 2022 (UTC)
 * I'm not persuaded yet. It might be possible, but any filter would be relatively easy to avoid. A more generic large content deletion by a new account filter might be more appropriate. MarcGarver (discuss • contribs) 17:56, 10 August 2022 (UTC)
 * Our filter for large removals by new editors warns then tags. I have checked the last few hundred hits and nearly all are vandalism, so I've changed it to warn then prevent. If that's not enough, we can eventually upgrade to warn-prevent-block. MarcGarver (discuss • contribs) 17:58, 10 August 2022 (UTC)
 * , Hasley: It happened again!L10nM4st3r / Roar at me 08:02, 11 August 2022 (UTC)
 * A small edit, so it passed the filter. I'll semi-protect the book for an extended period. MarcGarver (discuss • contribs) 08:35, 11 August 2022 (UTC)

You have mail
I have sent you a mail. Xeverything11 (discuss • contribs) 16:38, 3 February 2023 (UTC)

title: User talk:Hasley


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Free Knowledge Culture Calendar/May 19

 Today in 2010 Google released the VP8 video format and associated software under free licenses. Still the free alternative that lagged a step behind in quality, it was made the cornerstone of a series of successors that caught up with and eventually overtook patent-encumbered video compression technology in terms of both acceptance and quality.

title: Free Knowledge Culture Calendar/May 19


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Free Knowledge Culture Calendar/May 20

Today in 2004 the Open Knowledge Foundation was launched.

title: Free Knowledge Culture Calendar/May 20


text:
Free Knowledge Culture Calendar/May 21

Today in 2005 BBS: The Documentary by Jason Scott was published.

title: Free Knowledge Culture Calendar/May 21


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Free Knowledge Culture Calendar/May 22

Today in 2001 was the presentation of Building peer-to-peer systems with Chord. This paper details the basis of the distributed hash table algorithms that made search in decentralized peer-to-peer networks reliable and efficient. Similar implementations got introduced into Kademlia (an eDonkey2000 extension), BitTorrent (Extension Protocol 5), and Gnutella2.

title: Free Knowledge Culture Calendar/May 22


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Free Knowledge Culture Calendar/May 24

Today in 2013 We Steal Secrets: The Story of WikiLeaks was published.

title: Free Knowledge Culture Calendar/May 24


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Free Knowledge Culture Calendar/May 29

Today in 1453 was the final destruction of the Imperial Library of Constantinople in the Fall of Constantinople after it was already heavily damaged from several fires and a christian Crusade in 1204. It was the last great library of the ancient world. Even though it was destroyed, it contributed greatly to modern-day knowledge of classical greek literature. It used to be a big collection and a center of study and science with great copying efforts.

title: Free Knowledge Culture Calendar/May 29


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Free Knowledge Culture Calendar/June 6

Today in 1996 the influential early warez release group Rabid Neurosis was formed.

title: Free Knowledge Culture Calendar/June 6


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Free Knowledge Culture Calendar/June 13

Today in 1988 the CD-R specification was published. In October, the first empty CD media appeared on the market.

title: Free Knowledge Culture Calendar/June 13


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Free Knowledge Culture Calendar/June 12

Today in 2009 the first CrisisCamp barcamp started. It spawned the Random Hacks of Kindness hackathons that produce Open Source Software for charities, non-profit organizations and social enterprises.

title: Free Knowledge Culture Calendar/June 12


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Free Knowledge Culture Calendar/June 14

Today in 2013 prosecutors charged Edward Snowden with espionage and theft of government property.

title: Free Knowledge Culture Calendar/June 14


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User:Nicolasmall

=About Me=

Hi, my name's Nicola. I'm from Malta, studying in Scotland. My interest in digital media brought me here to read for an MSc in Digital Media and Society.

Nicolasmall (discuss • contribs) 14:08, 28 September 2019 (UTC)

title: User:Nicolasmall


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User:Ruaraidh98

=About Me=

See that really complicated name above? That's the Scottish gaelic translation of Rory. I'll leave you to look up how to pronounce it. I currently live in Stirling and I study at the university there. When I say study, that usually means drinking and watching far more sport than humanely necessary.

I quite like the ocassional spicy meme and a bit of a laugh, but then again, who doesn't?

Ruaraidh98 (discuss • contribs) 14:08, 28 September 2019 (UTC)

title: User:Ruaraidh98


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User:XiaolinSun

About Me: Hi I'm Xiaolin Sun and this is my wikibook user page. I'll edit this page later.

XiaolinSun (discuss • contribs) 14:09, 28 September 2019 (UTC)

title: User:XiaolinSun


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User:MingchenTeng

Hello everyone, I'm Mingchen Teng, a Chinese girl who study in the University of Stirling.

I enjoy reading romantic stories, watching movies and traveling around the world. It is the first time I edit a website.

title: User:MingchenTeng


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User:Klp00015

=About Me=

Hi there! I am Klara and I am a student from Czech Republic studying Digital Media and Society at Stirling University in Scotland. This is my project for Living in Connected World module.

Klp00015 (discuss • contribs) 14:12, 28 September 2019 (UTC)

title: User:Klp00015


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User talk:Nicolasmall

I'll be using the platform as part of the Living in a Connected World module.

Nicolasmall (discuss • contribs) 14:10, 28 September 2019 (UTC)

Wiki Exercise 1: Screen Time Survey
A couple of weeks ago, my classmates and I were faced with an intriguing task during one of our lectures; we were asked to estimate the number of hours we individually spent in front of various screens over a given weekend. At first, I found the exercise to be harder than I thought it would be. I’m very much aware that I spend a lot of time in front of screens, but just how much of my time does this take up? I thought the best way to start was to look at it from a different angle; how much time did I not spend in front of screens? I later came to learn that danah boyd worked out how many hours per day she spends online through the same process of subtraction.

A few calculations later, I estimated that I spent a total of 18 hours in front of numerous screens between Friday at 5pm and Monday at 9am in my third weekend living in Stirling. I got to this number by categorising my time in front of screens into three sections; Leisure (54%), Study Time (45%), and Travel (1%).

Having moved to Stirling approximately one month ago to study for my master’s degree, I chose to categorise my screen time in the same way I would categorise how I spent my time ‘offline’ for that given weekend. For example, on Sunday afternoon I walked into town for lunch, and that same evening I also watched a film on Netflix. Both of these events fall under the Leisure category, yet my estimate only includes the time I spent in front of my laptop watching Netflix. The class discussion also got me thinking about those screens that are not so obviously registered, such as the screen on the bus when paying for a ticket. Therefore, at many points throughout the day, I am either looking at a screen voluntarily, or coming into contact with one involuntarily. In this way, screen time has become intertwined into our lives, whether we like it or not.

Technology has resulted in mass digitisation, and being in front of screens for a total of 18 hours over a 3-day period is extremely overwhelming. Ironically, although Leisure is meant to be an enjoyable category, it is probably the most tiring. This is because it’s no longer about on or off really. It’s about living in a world where being networked to people and information wherever and whenever you need it is just assumed. This is what it means to be always-on i.e. being in a semi-permanent condition of persistent connectivity. As Sherry Turkle states, networked, we are together, but responding to every single notification from the people I am connected to online can easily feel like a chore. In response to a world of ever-increasing connectivity, developing our own personal strategies and finding a balance is key.

In conclusion, as Matt Hayler puts it so well, in order to understand technology we must understand its mess of relations, and by better understanding technology we also, in turn, open ourselves to better understanding how and what we know; how we act and how we can act; how we think and where we think it. The connected world we live in today isn’t going anywhere any time soon, and I look forward to embracing it over the course of this module.

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:

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 mid-point of this particular grade band, and 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.

 * 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, as you become more familiar and proficient with the platform, that this will make a considerable difference.

Detail:
 * Very well written and articulated response to the brief. You use the citation markup effectively to bring your reading in seamlessly.
 * It’s great that you are using the set reading – I would be a little more careful in terms of attribution: the phrase semi-permanent condition of persistent connectivity is, in fact, my own take on Turkle, boyd, and others! But you do have fair attribution in here, and acknowledge the work of others where due.

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

 * '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. Pass.

GregXenon01 (discuss • contribs) 12:06, 30 October 2019 (UTC)

Wiki Exercise 2: Annotated Bibliography Exercise (Part 2)
boyd, d. (2012). Participating in the always-on lifestyle. In The social media reader (pp.71-76). New York: New York University Press.

In this chapter, danah boyd, an exemplary academic in social media, delves into the phenomenon of always-on culture. boyd asserts that, in today’s world, people are interruptible at all times of the day. This is because being connected to networks of people online is constantly assumed as a result of developments in technology. In this way, the online world is always nearby and we never really go offline. In response to the growth of technology, boyd focuses on understanding how to embrace the notion of always-on by striking a personal balance between attention and time. This chapter is useful in developing a deeper understanding of our module, Living in a Connected World, in that it invites us to think about the ways in which an always-on culture can and is changing the ways in which society interacts, including how we participate and engage online as individuals and with others through this online network.

Nicolasmall (discuss • contribs) 18:46, 11 November 2019 (UTC)

Defining Social Movements
Numerous scholars have defined social movements as the collective action of a group to work towards solving a political or social problem present within society. Throughout history, we have seen people band together with others to create change, including the civil rights movement and the feminist movement. In other words, social movements are conscious, concerted, and sustained efforts by ordinary people to change some aspect of their society, whereby they make demands pushing for a desired and effective solution. In today’s digital landscape, social movements are able to create pressure upon powerful decision makers through mobilising and influencing online media. In this way, social movements may build a global coalition of people with the goal of establishing positive change. I will be using the Me Too social movement as a case study to further explore the subject in the context of today’s digital world.

Me Too Social Movement
In 2006, sexual harassment survivor and activist Tarana Burke coined the phrase “me too” on social media with the goal of creating an awareness that would see a world free of sexual violence. It wasn’t until 2017 when actress Alyssa Milano tweeted a message urging victims of sexual harassment and assault to reply to her tweet with the words “me too”, that the magnitude of the issue at hand became so clear. Within the first day, the hashtag #MeToo was shared over half a million times on Twitter alone. That same year, Time magazine named The Silence Breakers as their Person of the Year: dedicated to victims who broke their silence against such violence. Over the next three years, the hashtag became a global social movement.

The Public Sphere and Online Media
The dynamics of a public sphere are essential to the way democracy functions, and online media has become a transformative extension of the public sphere as we know it. According to Dahlgren and Alvares, the character of participation is changing, and digital media platforms have created essential opportunities for participation to take place. Online media has the ability to build a strong coalition of participating members through personal, raw experiences. Due to the nature of social media, the hashtag #MeToo brought real people together to take action against a collective issue. Similarly, a case study by Mundt, Ross and Burnett found that the hashtag #BlackLivesMatter played a key role in building a strong social movement pushing for equality because of the scale of participation that it created.

The Effects of the Me Too Social Movement
The Me Too social movement led to significant positive action taken by political figures. For example, the movement saw a ban on non-disclosure agreements covering sexual harassment, and increased sexual harassment laws. Furthermore, not only did the Me Too social movement bring about tangible change from decision makers, it also saw an intangible shift in the way people began to think about power. Drawing from the Me Too social movement, it is clear that strong participation is extremely important for public spheres to emerge, especially in the digital age. During a TED Talk in 2019, Burke asserts that movements only happen with a collective of people. In this way, social movements generate pressure from below, whereby non-political figures are able to influence political and social change in a democracy.

Is use of your talk page like this really allowed?
--DimensionShifter (discuss • contribs) 18:55, 12 November 2019 (UTC)

Hi! Thank you for your comment. Yes, this page is being used as part of a post-graduate module at the University of Stirling demonstrating our understanding of various topics related to today's digital world.

Nicolasmall (discuss • contribs) 15:34, 16 November 2019 (UTC)

Wiki Exercise 4: Collaborative Essay Critical Evaluation

According to Gauntlett, the Internet opened up a world of diversity and imagination where the content itself is created by everyday users. The Wikibooks platform is one example of such content generation, as it has been described as a public space that allows for the writing and authoring of collaborative books online. Like other wikis, the content available on Wikibooks is generated voluntarily through the shared contributions of its users. Writing on Wikibooks requires contributors to co-write content in an asynchronous fashion, therefore, it would not exist without its emphasis on visibility, as it is fundamental to the platform’s success. In this way, the Wikibooks platform also relates greatly to the notion of Wisdom of Crowds, as the collective contribution of the many is considered to be more valuable than the contribution of the few. Thus, Wikibooks allows for mass participation, collaboration and communities to flourish.

Wikibooks is useful in facilitating collaborative research in many ways, including communicating information, encouraging discussion and sharing knowledge, all of which is documented and can easily be referred back to, thereby organising the collaborative process. As part of our module, we were tasked to write a book collaboratively as a class using Wikibooks. The class was divided into different groups, each responsible for writing a different chapter within the book. My experience with Wikibooks in facilitating collaboration was a positive one. Firstly, amendments to the essay were made in real-time, and each group member was able to view the essay come to life over the weeks. Although this feature is extremely useful, other online platforms, such as Google Docs, also offer similar public elements. What makes Wikibooks so useful is that it allowed us, as contributors, to view, communicate and share information with other groups working on different chapters, and vis-a-vis. Even more so, it is the Discussion page on Wikibooks that made the collaborative experience so fruitful, as it allowed us to document our thoughts, and share knowledge and insight in the process, to produce a body of work built on teamwork.

It is clear that Wikibooks allows for virtual communities to form. The social factor is the foundation of a virtual community, and in our case, Wikibooks was used as a social tool for education purposes through the collaborative writing of an online book. Moreover, we collaborated with one another as a group both online and offline. For example, after sharing our thoughts and discussing the chapter assigned to our group online through the Wikibooks Discussion page, we would follow it up through an informal library meeting. Thus, both online and offline communication were useful in building a good body of work. Furthermore, it could be said that such communication and collaboration represent a digital commons as communities of people with shared interests come together to contribute to the platform in a meaningful way.

In conclusion, I believe that Wikibooks and other wikis provide users with a sense of creative liberation, whereby people may generate valuable content by connecting with other communities of people to output a collaborative piece of work. In this way, making is connecting: I strongly believe that the work we published collaboratively reflects a shared and unified understanding of the subject.

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Grade Description for Collaborative Essay (individual):

 * Satisfactory. Among other things, satisfactory contributions 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) and will have little justification for ideas offered on Discussion Pages. The wiki markup formatting will need some work.

Evaluation of individual contribs:

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”:there were a number of these throughout
 * 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: consistent engagement throughout the assessment period
 * It is expected that you will make at least one contrib per day, for the duration of the project:see above - no larger contribs evidenced, but severa smaller ones of good quality

Engagement with and learning from the community on Discussion Pages
 * Evidence of peer-assisted learning and collaboration
 * Evidence of reading, sharing, and application of research to the essay
 * Evidence of peer-review of others’ work

Reflexive, creative and well-managed use of Discussion Pages
 * Clear delegation of tasks
 * Clearly labelled sections and subsections
 * Contributions are all signed

Civility. Your conduct is a key component of any collaboration, especially in the context of an online knowledge-building community.

GregXenon01 (discuss • contribs) 12:49, 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:

 * Distinction-Excellent. Among other things, these entries will probably demonstrate a complex, critical understanding of the themes of the module. They will communicate very effectively, making excellent and creative use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons), and may be written with some skill and flair. They will address the assignment tasks in a thoughtful way. They will make insightful connections between original examples and relevant concepts. They will be informed by serious reading and reflection, are likely to demonstrate originality of thought, and will probably be rewarding and informative for the reader. The wiki markup formatting will be impeccable.

 * Even though this work is at the upper end of this grade band, a little improvement might go some way to attaining a higher mark to push you into the next grade band. 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, attending to details further. But this really is an excellent portfolio of exercises. Greatuse of the wiki functionality and markup which helped fluidity and functionality of posts. Enaging writing style, well-researched and very well structured arguments throughout.

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: Excellent

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: Excellent

Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Excellent

GregXenon01 (discuss • contribs) 14:17, 19 December 2019 (UTC)

title: User talk:Nicolasmall


text:
User talk:XiaolinSun

Open-minded and keep critical thinking, welcome to discuss there.

XiaolinSun (discuss • contribs) 14:10, 28 September 2019 (UTC)

This page is going to be used for online project of the Module: Living in a Connected World

XiaolinSun (discuss • contribs) 14:54, 7 October 2019 (UTC)

Survey of My Screen-time in a Given Weekend

Total Screen-time: 33 hours

Categories:

Communicating and Information Searching 11 hours (33.33%)

Watching TV series on phone 6 hours (18.18%)

Studying and Reading 6 hours (18.18%)

PC Gaming Time 10 hours (30.30%)

(Calculation of deviation 0.01%)

XiaolinSun (discuss • contribs) 00:05, 11 October 2019 (UTC)

We spend a lot of time in our daily life on electronic products. Cell phones, computers, televisions, large and small screens fill our lives. Technology is so ubiquitous.[1] However, I have never thought about how many hours did I spend in front of screens in a given week until I had the first lecture of the module: Living in a Connected world. We have been asked to estimate our screen-time and discuss how do we categorize them. Since my phone and I were all hard to figure out the exact number, I estimated this through addition, different way to Danah Boyd, who tried to answer the same question through subtraction. After calculating the hours, I found that I spent totally 33 hours in a weekend, most of the hours that I spent were on entertainment activity.

There are many ways to categorize time. For my personal example, I categorize by different events, or in other word by different requirements of my daily life. Then my screen-time falls into to four categories: communicating and information searching; watching Tv series; Studying and Reading; PC Gaming time. I basically use my computer when I play games or study. Actually, unaware checking my phone has become an important part of my daily life, I take it out when checking email, chatting, or even boring waiting in line. I notice that the contexts in which screen time is shaped are hard to tell just because we need technology products all the time -- I even check my phone while bathing. However, what struck me is not just how attached I am to these 'screens', but we are in a state of always-on just because of the ubiquity of technology. As D.Boyd mentioned, 'all of these activities are not in and of themselves "online", but because of technology, the online is always around the corner.'[2], we are living in a connected world which means that everyone is connected to each other. This connectivity is accomplished through technology and media, which forms our 'always-on' state. Always-on is not just because of the internet or social media, it is because that we are living in a connected world. People could find us and get in touch with us as long as our phones and network on. But sometimes although we are online, we still have choice for being found or not.

After reading D. Boyd’s article: Participating in the Always-On Lifestyle, I start to figure out a feasible mode for us who live in this digital world. Sometimes we would feel overwhelm while getting so much information, sometimes people would struggle in this always-on situation because technology and internet blurred many barriers including the public and privacy. All we need is to find out our own balance. As D. Boyd said, it feels like navigating a maze, we are finding our own ways to survive in this always-on state, every time we are getting better.

This survey gives me a new viewing angle to think about these phenomena appeared in my life. Compared with accept and live in this always-on situation, I wish to explore more relevant questions about it such as why this mode exists, how do I cope with it. Hope this module could let me know more about what living in a connected world really mean to us.

XiaolinSun (discuss • contribs) 02:06, 11 October 2019 (UTC)

Reference
[1]Felt et al (2017), The Handbook of Science and Technology Studies. 4th ed.

[2]Boyd, D. Participating in the always-on lifestyle. In The social media reader (pp.71-76). New York: New York University Press.

XiaolinSun (discuss • contribs) 02:04, 11 October 2019 (UTC)

Comments
Hi XiaolinSun! I think you did good with our first Wiki Exercise. I agree with you with the always-on theory; you explained it very well. However, even with the choice of being found, we are still connected. You can turn off everything you think is keeping you found, but people around you or companies with advertisements can still send you a message which keeps you connected.

The categorisation of your screen time is detailed, which is easy to understand. You included all the significant screens you are using in your time. Have you thought about other screens which you can see or use throughout the day? For example, a credit card machine in shops or a ticket box on a bus. In which category would you put these examples? Or do you think it shouldn't be included in your screen time at all?

Keep up the good work!

--Klp00015 (discuss • contribs) 12:01, 11 October 2019 (UTC)

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:

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 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.

 * Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts, although there is some evidence that you’re already started to experiment with some of these techniques. I suspect that, as you become more familiar and proficient with the platform, this will make a considerable difference.

Detail:
 * Although fairly well written, you probably ought to work on your written communication a little, as there are grammatical slips and some unconventional sentence structures in here. This will allow you to more effectively communicate your ideas.
 * It is great that you’ve referred to some key reading here. Please do continue in this vein, reading, note-making and then applying the ideas you encounter in your studies to support your arguments, in subsequent work.

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

 * '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. Pass.

GregXenon01 (discuss • contribs) 12:08, 30 October 2019 (UTC)

Wiki Exercise#2 Annotated Bibliography Entry
Andrew L. Mendelson, Zizi Papacharissi. (2010). Look at us: Collective narcissism in college student facebook photo galleries. A networked self: Identity, community, and culture on social network sites (2010th ed., pp. pp.251–273) Routledge.

In this chapter, the authors aim to examine the use of photo galleries as an instrument of self-presentation and a means of visual autobiography. In this study, they hope to better understand the nature of identities that are performed on online spaces on the basis of experiences lived online. They find out that the practices of photograph sharing on Facebook of college students are serving as performative exercises of identity and belonging, simultaneously declaring and corroborating shared experiences. The methods they applied in the study are qualitative analysis, semiotic analysis, and the using of online survey. The sample study is limited to Facebook photos and is not meant to be representative of all college students but it does suggest some interesting directions for future research. This chapter contributes to build up our understanding of “performance” and “online self-presentation” which is related to “networked-self” in this module.

XiaolinSun (discuss • contribs) 15:28, 17 November 2019 (UTC)

Gay Pride Social Movement
Pride parades are defined as the outdoor events which aim to celebrate lesbian, gay, bisexual, transgender, and queer social and self-acceptance, achievements, legal rights, and pride. The events also at times serve as demonstrations for legal rights such as same-sex marriage. Since the late 1950s, the gay community has faced severe social opposition and discrimination. Psychoanalysts once defined homosexuality as a form of mental illness and the state of New York banned selling alcohol to them from restaurants and bars, leading to a growing number of injustices. They launched a series of protest movements to fight for their rights. In 1969, the conflict between the gay community and society reached its height, triggering the landmark "Stonewall incident" in the history of gay rights.

Late at night on June 27, 1969, New York City police officers entered Stonewall, a gay bar in Greenwich Village, and, as usual, arrested several gay men and women without identification and evicted gay customers. At the end of a long period of conflict and disrespect, more than 400 gay men threw coins, stones and bottles at police. Police also began batoning those who resisted arrest, with batons. One teenager was even run over by police, cutting off two fingers. Though the chaos subsided early the next morning, New York's huge gay community gathered again the next night to hand out flyers, march and sing the song "gay power" for five nights. After the stonewall incident, gay people all over the world came out in solidarity and more actively fought for their right to normal life, and the number of gay groups increased from 50 to 800.

XiaolinSun (discuss • contribs) 00:40, 29 November 2019 (UTC)

The Effects and Achievements of Gay Pride Social Movement
Since then, the gay community has regarded June as its proudest month. Every summer, they will hold the hands of their lovers, hold high the rainbow flag, sing happy songs, walk in the street with the most proud attitude, and declare to the world: "love is a right, and every love deserves to be respected!" It has maintained that in order to grow and develop, the gay and lesbian movement relied on access to public space. In this regard, gay pride parades represent the most significant event in which public space, considered to be ‘heterosexual’ by default, is temporarily ‘queered’.Rushbrook (2005, p. 199) This statement has proved Goodwin and Jasper's words that the groups and individuals debate their own future through social movement and the public sphere. Given the ceremonial nature of these events and their catalytic role in creating a purposeful sense of community, even across national boundaries, they are useful for investigating the different ways in which gender and gender identities are generated and mobilized in different national contexts.

XiaolinSun (discuss • contribs) 00:41, 29 November 2019 (UTC)

Reference
[1] Definition of Gay Pride https://g.co/kgs/Afv2C9 [2] Blum, R. (2019). Stonewall at 50: Whose Movement Is It Anyway? New Labor Forum, 28(3), 28–32. https://doi.org/10.1177/1095796019864927 [3] Michelle Esther O’Brien (2019) The influence of donors on cross-class social movements: same-sex marriage and trans rights campaigns in New York State, Social Movement Studies, 18:5, 586-601, DOI: 10.1080/14742837.2019.1598354 [4] Francesca Romana Ammaturo (2016) Spaces of Pride: A Visual Ethnography of Gay Pride Parades in Italy and the United Kingdom, Social Movement Studies, 15:1, 19-40, DOI: 10.1080/14742837.2015.1060156 [5] Goodwin, J., & Jasper, J. M. (Eds.). (2019). The social movements reader : Cases and concepts. Retrieved from https://ebookcentral.proquest.com

Wiki Exercise #4 Collaborative Essay Critical Evaluation
This is not my first year studying in the UK, but it is my first time to learn about Wikibooks. We have a collaborative essay which needs to be accomplished through this online platform. Our topic is Freedom of Information, thanks to my teammate Ruaraidh for giving me so much help and ideas in the process of doing the collaborative essay because actually I know nothing about this area, he came up with several topics such as Copyright, Media intrusion and also give out the detailed explanations. Wikibooks is a platform that allows multiple parties to participate, facilitates academic development and discussion. It is also a media platform that focuses on collaboration. It is quick and easy to edit and view contributions and discuss them. I still remember Dr Greg said if we have something about the wikis that we do not know, we can learn just from Tutorial and communicate with others on wikis. Every step, the time we edit, and what things we add or delete, are all recorded on wiki edit history page in details. Every progress is visible. We could learn from these visible steps, which seems like everyone's page could be regarded as an operating tutorial. The most convenient thing that I have experienced from Wikibooks is that we could edit, discuss and post our words no matter where we are or what time is it. I think this is really helpful to some collaborative research. In this way, the process of research will not just be restricted by time and place. Ruarai and I have planned to have an offline discussion, although there are only two of us in the group, the meeting time is still hard to settle, when we arrived at the library, wow, so many students and there were almost no place and seats. Comparing with this, the collaborative platform would be a good choice for collaborative research. The communities are defined as ‘shared, close, and intimate’(Jensen,1990) I think as for now Wikibooks has already reached the‘shared' level. It does enable like-minded people to have a platform to communicate with each other. However, in my view, this communication is impersonal. Everything here is visible and open for everyone, it is hard to further the communication, kind of self-protect. It still be a long way for Wikibooks to really foster a community. Wiki platforms make everyone has opportunities to express and has a collaborative project through it which is economizing and convenient. From this perspective, it helps to emancipate our minds and encourage further cooperation between like-minded groups or individuals.

XiaolinSun (discuss • contribs) 01:21, 29 November 2019 (UTC)

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, advised in the wikilabs - many of these were submitted in the last two days of the project's life.
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, this would have been greatly improved by following the advice in labs and in the assessment brief

GregXenon01 (discuss • contribs) 13:08, 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:

 * Satisfactory. 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 particular grade band, but even so, a little improvement will go a long way to attaining a higher mark to push you into the next grade band. 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, attending to details further.

 * 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. As it stands, there is a some engaged work in here, and you have thought of the implications of your argument. Although most of the time you communicating fairly effectively, I think your written communication would improve through practice and also through seeking advice from the relevant student support. Some good work 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: Satisfactory

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: Satisfactory

Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Satisfactory

GregXenon01 (discuss • contribs) 13:44, 19 December 2019 (UTC)

title: User talk:XiaolinSun


text:
User:Knowers

=About me= Hi，I am Steve, a master student of digital media and society in university of stirling.

title: User:Knowers


text:
User talk:Klp00015

Hi and Welcome to my discussion page,
I am Klara, and this page will mainly consist of exercises for an online project for one of my classes at the University of Stirling. I am looking forward to discussing new ideas and sharing my thoughts and knowledge with you!

Please don't hesitate with discussion and comments.

Klp00015 (discuss • contribs) 14:11, 28 September 2019 (UTC)

Screen Time Survey
Nowadays, with all the advanced technology, our screen time has increased. A lot of people blame screen time to mental health aggravation which led to a new tactic. Taking a break or completely delete social media accounts. However, how big of a percentage does it make your screen time decreased? We still are using screens for checking the time, buying a train ticket, watching movies or buying food at McDonald's. This realisation of how many screens is around us came to me after counting and categorise my screen time. We live in a growing reality of the continuous presence of screens.

Not all screen time is wrong for you. It all depends on the content and context. I wasn't sure how to categorise my screen time. First I did it by screen types such as tv, phone, cinema, laptop. However, then I realised that it doesn't explain its purpose and if it's voluntary or involuntary. I decided to categorise by:

1. Productivity = reading articles, studying or writing assessments, lectures 2. Free Time = cinema, social media, Netflix

3. Consumption = ticket boxes, analogue watch, shop screens, billboards

These three categories represent my screen time on an average weekend, and it is how a divide my time. Productivity or consumption are involuntary, but we can decide how we spend our free time. Other people might be dividing their time differently, and that is alright. Overall, however, the use of screens of other participant's was very similar because we are in the same age group. If we were looking at younger or older age groups, their categorisation and especially the content of categories might be different. For example, older people watch regular TV much more as well as young kids using gaming consoles. It all depends on other factors as well.

When you try lookup for articles about screen time, 90% of the articles are about screen time and kids, and how it affects their cognitive behaviour and health. It also includes only using social media, phone, tv or gaming. "Total screen time, and in particular television time, is positively associated with metabolic risk factors in school-aged children and youth" That is how screen time is shaped, people don't realise there are screens everywhere around us. Doe's screens in classrooms affect their metabolic risk factors as well, or it is just the "bad" screen time? There is a gap where more research can be done, which is very exciting.

Everything connects to the theory of always-on, which is a semi-permanent condition of persistent connectivity. With all the screens around us, phone connected to the network or laptop paired with your phone: we are always-on. It is impossible to disconnect ourselves from screens. However, our generation doesn't mind the use of technology. "Technology performs a key role in a mediating human desire, imagination and identity." We can be somebody else than in real life. With advancing technology, our use of screen time will be increasing. Part of which we can control, but do we want to?

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:

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, but even so, 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.

Detail:
 * You make use of the wiki functionality and markup, and there’s plenty of evidence that you are trying things out and finding new ways to present material on the platform. Please do continue in this vein. I suspect that, as you become more familiar and proficient with the platform, this will make a difference.
 * A very well written, considered response to the brief. Some good pointers to reading which you use to support your argument.

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) 12:07, 30 October 2019 (UTC)

Annotated Bibliography Exercise (Part 2)
Grimm, C., & Chiasson, S. (2014). Survey on the Fate of Digital Footprints after Death. Proceedings 2014 Workshop on Usable  Security. doi: 10.14722/usec.2014.23049

In this Scholar article, Grimm & Chiasson are investigating and reviewing how users want their digital footprint to be handled after their death, how they would like to communicate these preferences, and whom they would trust with handling this part of their will. The authors created a survey to collect data and recruited participants from crowdsourcing marketplaces through CrowdFlower. The data were supposed to give insight into how participants from different countries and religious backgrounds view the topic of digital death. Their research also focuses on whether participants want unified services by a non-profit or for-profit organization. This article is useful to my research topic as a digital footprint links to a private sphere. The main limitation of this research is that only a few participants shared their experiences. Thus the authors suggested doing further research using interviews or focus groups. Authors concluded with a fact that digital death should be handled by a non-profit using extremely careful and respectful design. This information will be used in my private sphere essay, exact if the digital footprint after death becomes available to anybody.

Klp00015 (discuss • contribs)

Social Movement Case Study
When thinking about social movements, I think about a group of people who are trying to make a positive change in our culture. They work together to reach the same goal and make a great impact. With new technologies, social movement can become viral, bring awareness and make the impact even bigger. Anthony Oberschall defined social movements as large-scale, collective efforts to bring about or resist changes that bear on the lives of many. Whether these collective efforts succeed or fail depends on how many people join, how determined they are, and what sacrifices are willing to make.

The excellent example of recent social movement is the Mauna Kea resistance on Hawai'i's Big Island. In 2009, an international consortium of scientists decided on a location for $1.4 billion thirty-meter telescope. They choose Mauna Kea, the highest peak of the Hawaiian Islands (4,207 m) because it is the ideal place to look deep into space. After a decade of court battles, they announced that the construction will begin in mid-July 2019. Activists then decided to engage in non-violent action to halt the project at an elevation of 2,022 m, stretching the site across a two-lane highway to stop construction vehicles from reaching the summit. Protest on site started in July and are still ongoing with over 400 Native Hawaiians camping. Native Hawaiians are resisting the project for many reasons: it violates indigenous rights, threatens Mauna Kea's fragile ecosystem, and is an affront to Native Hawaiian cultural and religious traditions.

Hawaiian youth were helping the elders, especially spreading the word on social media. Social media provides an alternative and extra-institutional channel for individuals to participate in civic movements and, thus, emancipates them from existing structural barriers due to the range of involvement opportunities that social media affords them. The tag lines #protectmaunakea and #wearemaunakea was created and chat rooms, social networking sites such as Twitter and Instagram have exploded with comments, support and encouragement. Encouragement came from many people including celebrities, which some of them visited the site (Jason Momoa, Dwayne Jonhson) to give a speech and support. However, the most important is that these tag lines have connected their concerns and efforts online with other movement and initiatives in social justice, human rights and environmental protection.

The internet may have connected indigenous peoples in networks, where they are creating new conceptual models for the community.

We are Mauna Kea.

Klp00015 (discuss • contribs)

Collaboration Essay Critical Evaluation
The creator of the original WikiWikiWeb site, Cunningham, defined wiki as "the simplest online database that could possibly work" Wiki was the first kind of database for online collaboration, where people can have immediate access to the document, all previous versions and modifications, and it has simple communication features as well.

For one of our assignments, we were given a task to write a collaborative essay using Wikibooks, which is another form of a wiki. Wikibooks is simply a collection of open-content textbooks. Every group in our class choose a chapter of a book, on which they wanted to create content. Then each person in the group had to write a part of the chapter. As a group, we had to meet first to discuss our topic and make a strategy. After our first meeting, it was straightforward to write the essay because Wikibooks provides discussion page where we could interact with each other to clarify and share ideas, and express our thoughts and opinions. We used face-to-face communication (meetings) but mainly online communication through discussion. Moreover, we could reflect on each other and our work. All of these aspects are crucial for collaborative writing, and Wikibooks is providing them. However, it has one more point which any other tool for online collaboration doesn't have: Everybody can discuss your work and suggest ideas, including your professor, classmates and other wiki users.

In fact, Wikibooks creates visibility; not only it shows the final product, but it also reveals the entire creative process. As said, you can access previous versions and modifications, and you can see the changes in real-time. A wiki is one of the tools that are now available to all to become more literate, not only by increasing writing skills and communication but by understanding the importance of digital literacy. Wikibooks also creates communities. Communities of people who recognise each other's work and try to encourage one another. However, these communities are not as social networks where you build friendships. Instead, it is sharing knowledge and furthering education with a world community.

In conclusion, my experience with Wikibooks was positive. It made my course work more diverse, and I learned many new things. I used to think that Wikis are not a credible source to look for ideas; however, I now know that people put a lot of work and reflection into every article and book. In my opinion, Wikibooks is a great way to learn how to collaborate and learn strategies on how to overcome the challenges of collaboration. Wikibooks is a good example of using appropriate technology in learning and should be used more in future learning activities.

Klp00015 (discuss • contribs) 10:46, 29 November 2019 (UTC)

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Grade Description for Collaborative Essay (individual):

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: a few of these, but certainly not for the duration of the project, and not near the level, standard, nor quantity advised in the wikilabs
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above

GregXenon01 (discuss • contribs) 12:43, 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 grade band, so there’s some 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. Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. In fact, it seems quite clear to me that, as the semester went on, you became more familiar and proficient with the platform. This made a considerable difference to the flow of your work and their readability.

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) 14:22, 19 December 2019 (UTC)

title: User talk:Klp00015


text:
User talk:MingchenTeng

Assessment 2: Online Project (wiki ex)
Student ID : 2834953

With the widespread application of computer, mobile phone and other high-tech products in college campus, when they bring convenience to modern college students, they also have some adverse effects. For example, impaired vision, interfere with reading and learning, interfere with interpersonal communication in daily life, cell phone screen dependence and so on. To some extent, these defects affect the face-to-face communication between college students and their classmates, friends and family members. Analyzing the effect of screen time on social interactions in the presence of college students can help us understand how to make better use of time in college. It is of great practical and contemporary significance to improve the quality of life and ability of college students.

Facing cell phone or laptop, some people use it for study, while others use it for entertainment. The key is still to control the degree of control, planning a suitable screen use time.

I classified the screen types according to the different electronic devices, because the device differences are the most obvious, and it is easy to count the use time of different screens. I've found that younger generations use smaller screens, like cell phones and iPads, more often than their parents. They use fewer large screens, like TV screens.Middle-aged and elderly people are more accustomed to using TV, computer these big screen.I have discussed this difference with my classmates. We think it is because young people are born in the era of advanced Internet technology, and they have been accustomed to using smart phones with big screens since childhood. Mobile phones are easier to carry than televisions and computers, and the price is relatively cheap. Of course, there are more and more popular trends. In conclusion, the most important factor in the discussion of screen time is the difference in people's habits.

In my case, I spend an average of more than six hours a day using the iPhone screen, mainly for text messaging, Internet research and online games.Secondly, I spend about 4 hours a day using the laptop screen, mainly to finish my homework and watch TV shows on YouTube. Although Beech Court provided the TV for the students, my roommates and I rarely turned it on. Because watching TV shows on the Internet is much more freewheeling, I can find every episode I want to watch, and TV shows are not up to me.

In addition, as Sherry Turkle (2011) stated, “In the past, one waited for the sound of the post, by carriage, by foot, by truck. Now, when there is a lull, we check our e-mail, texts, and messages.” Nowadays, we often use multiple screens at the same time. For example, sometimes I watch movies on my computer while giving my iPhone to my parents. The use time of this kind of coincidence is hard to calculate. Unfortunately, I can only estimate a rough number.

 Reference

Turkle S. (2011). Chapter 8: Always On. Alone Together : Why We Expect More from Technology and Less from Each Other.p.151-153.

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 lower end of this 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.

 * 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, as you become more familiar and proficient with the platform, this will make a considerable difference.

Detail:
 * Although fairly well written, you ought to work on your written communication, as there are grammatical slips and some unconventional sentence structures in here throughout. Working on this will allow you to more effectively communicate your ideas. Please check your formatting (and alter accordingly) and also, no need to have your student number on here.
 * It is great that you’ve referred to a key reading here. However, at this level, there should be a much more systematic approach to reading and research, from note-making right through to applying the ideas you encounter in your studies to support your arguments. In subsequent work, please bear this in mind, as it will lead to an improvement.

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

 * '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.

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

GregXenon01 (discuss • contribs) 12:06, 30 October 2019 (UTC)

Pictures

MingchenTeng (discuss • contribs) 15:39, 2 November 2019 (UTC)

Wiki Exercise #2: Annotated Bibliography Exercise (part 2) (1)Mark Graham. (2010) Cloud Collaboration: Peer-Production and the Engineering of the internet, Engineering Earth, pp. 67-83. (2)In this article Christian states that today’s Internet is still subject to offline power relations, leading to certain inequalities such as information monopolies. (3)The author uses data gained through the survey to support the idea that virtual worlds such as Wikipedia have grown rapidly thanks to the combined efforts of the masses, but effective views usually come from those users with money and time. (4)The article is useful to my research topic about the information democracy in the virtual world. (5)I learned some research methods from this article, for example, the quantitative research of Wikipedia sources. (6)The main limitation is that some samples are too vague. (7)The authors state that more specific researches are necessary, such as questionnaires. (8)This article can be used as a creative examples to support my idea.  Wiki Exercise #3: Social Movement Case Study  Researchers studied the role of social media in different stages of the “occupy central” movement in Hong Kong by browsing questionnaires, interview records and data analysis on social media such as Facebook. 1.Organizational incubation stage: ideas spread and power gathering January 2013 to June 2014 was the gestation period of the occupy central movement. At this stage, social media has played a role in the dissemination of ideas and cohesion. On January 16, 2013, with the title of “the most lethal weapon of civil disobedience” on the Hong Kong Economic Journal, Yaoting Dai encouraged Hong Kong people and civil leaders to express the right of Hong Kong people to self-determination in the form of non-violent civil disobedience, and put forward the concept of occupying central. On the same day, the public Facebook page of “occupy central with love and peace” was established, followed by the official Twitter account, YouTube account and Instagram account of the occupy central movement, forming a comprehensive social media propaganda front. It can be seen that the establishment of official activity accounts on these social media platforms is premeditated and organized. To occupy the moral high ground in the early stage, these early initiators and organizers often interpreted the occupy movement by issuing some Shouting ideas and emotional language, to awaken the public consciousness and arouse them to join. At this stage, social media has played a role in the dissemination of ideas and cohesion. The initiator team constantly elaborated on the concept of occupy central in the form of articles, pictures and interviews on social media, called for protests, and used social media as an advocacy tool to initiate discussions among netizens to gain support and sympathy (Fu KW. & Chan CH., 2015). 2.Social mobilization stage: leverage of public opinion and mobilization of the public From June 2014 to September 2014, the occupy movement moved from the Internet to the real society, from the small to the public, and its initiators also entered the stage of social mobilization. At this stage, social media plays a role in public opinion lever and mass mobilization. From June 20 to 29, 2014, the University of Hong Kong planned to conduct a referendum on the referendum on the political reform of occupy central, divided into electronic voting and physical voting stations. On July 1, 2014, a peaceful sit-in called “rehearsal the occupy central” was initiated by the student union and the scholars association. The demonstrators gathered on Chater Road, central, the end of the march. Some demonstrators responded to the call of the students’ union to stay sit-in all night and "occupy" a section of Chater Road. These offline activities gradually brought the social movement to the attention of social media. With the continuous fermentation and spread in the past three months, the occupy movement also got better publicity, which provided a better publicity platform for the initiators. They took advantage of the opportunity to continuously carry out the publicity and mobilization of related activities so that more people knew the occupy movement, and more people were attracted to join it (Karita K., 2013). Whatever the outcome of these events, it will be a victory for the organizers, who have made occupy central a huge source of attention. Only the public can move spread to the whole society, and social media can use the public as a group to promote the development of the event. List of References 1.Fu, KW & Chan, CH. (2015) “Networked collective action in the 2014 Hong Kong Occupy Movement: analysing a Facebook sharing network”, The HKU Scholars Club, The 2nd International Conference on Public Policy (ICPP 2015), Milan, Italy, 1-3 July 2015. 2.Karita K. (2013) “Occupy Central and Constitutional Reform in Hong Kong”, China Perspectives, ISSN: 2070-3449, pp.73-78. --MingchenTeng (discuss • contribs) 22:19, 25 November 2019 (UTC)

Wiki Exercise #4: Collaborative Essay Critical Evaluation
Wikipedia is a very demanding encyclopedia, and one of the most important principles is that you can't plagiarize. For example, one of my cited articles came from a Chinese journal. To unify the language, I used Google Scholar to find the English version and inserted it as a quote. For our group, we encountered many difficulties in using Wikipedia, mainly in terms of editing content. For example, Wikipedia is mainly written in the way of code editing, and users need to systematically learn or understand before they can master editing skills. All three members of our group are new to Wikibook and have not mastered all the editing skills, resulting in frequent bugs. Fortunately, through timely communication and mutual help, we finished the group task in time. Communication is a very important part of our cooperation process, including online communication and face-to-face communication. Since the three group members live in different places, we communicate with WeChat and Wiki discussion pages most of the time. Unlike WeChat, which is relatively private, the Wiki Discussion is a completely public platform. The professor can observe the progress of the students' discussion and give effective Suggestions. Students can see each other’s discussions, which may broaden their horizons and inspire them. Moreover, seeing the progress of other students online inspires us. A week ago, when I saw that two groups were about to complete this task, while our group was still collecting references, I realized that we needed to speed up. In the course of the collaboration, we cited a number of sources, including several images from Wikipedia. Over the years, thanks to the contributions of many Internet users, Wikipedia has become a huge repository of information. Thus, Wikipedia can facilitate the construction of virtual communities through the way that users collaborate online. In addition, compared with traditional encyclopedias, Wikipedia can be regarded as an online encyclopedia. Users do not have to search for a large number of books to search for relevant contents when searching for materials. Instead, they can search for relevant materials on Wikipedia, which saves a lot of energy and time. At the same time, Wikipedia’s knowledge is updated quickly and can provide people with the latest and most comprehensive information. The system will also recommend some relevant knowledge points, so that the knowledge points will be integrated. Because Wikipedia covers a wide range of knowledge points, researchers in universities and colleges will choose to search relevant materials on Wikipedia when conducting academic research, and can also use Wikipedia as a platform for displaying scientific research results. Finally, the open and Shared nature of Wikipedia has also influenced the way the new generation is taught. After class, students not only learn and think independently, but also learn and communicate collectively on the online platform. Wikipedia’s concept of equal collaboration allows more people to freely participate in the construction and management of the whole resource knowledge system, thus promoting the construction of a perfect teaching collaboration model and improving the quality of education. --MingchenTeng (discuss • contribs) 05:27, 29 November 2019 (UTC)

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: only 5 contribs to essay discussion in total during the project period (certainly not for the duration of the project), and not near the level, advised in the wikilabs.
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, this would have been greatly improved by following the advice in labs and in the assessment brief

GregXenon01 (discuss • contribs) 13:15, 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:

 * Marginal-Poor. Among other things, poor entries may just offer links without real comment or apparent point. They may offer nothing more than poor-quality synopsis or description of material of dubious relevance. They may have serious clarity problems (including dead links, random graphics) which affect comprehension (or even worse, admin warnings or take-down notices for copyright infringement). They might be off-topic, private trivia, or of unclear relevance. The wiki markup formatting will be of a poor standard.

 * 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. This was one of the main issues with your wiki exercises, as it made things quite difficult to digest and interfered with the fluidity of your writing.

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: Pass

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: Marginal/Poor

Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Marginal/Poor

GregXenon01 (discuss • contribs) 13:32, 19 December 2019 (UTC)

title: User talk:MingchenTeng