THE IMPLICATIONS OF GROWING UP IN FRONT OF THE TELEVISION

By: Jamie Wilson
Short Essay #3
COML 509 Social Dynamics of Communication Technology
Dr. Alexander Kuskis
Gonzaga University
June 27, 2009

The IMPLICATIONS OF GROWING UP IN FRONT OF THE TELEVISION

It’s a plain fact that television viewing is increasing, particularly among children. Nielsen Media Research reports, “the average time a U.S. home used a TV set during the 2007-08 television season was up to 8 hours and 18 minutes per day, a record high since Nielsen started measuring television in the 1950’s” (2008, para. 2). The rising trend can be seen among the younger crowd, noting that children ages 2-11 spent 108 hours and 34 minutes per month, while teens, ages 12-17, spent 110 hours and 59 minutes per month in front of the TV (2008, Table 2). But how does this affect our society? The social dynamics and implications of this technology are numerous. In this paper, the discussion will focus on the impact and repercussions that television has on children and teens. The focus will be on their well being, including education, health, and exposure to adult concepts in regards to parental control.

Education

For children, time devoted to consuming technology, such as television, far outweighs other activities, including reading and homework. “The average child spent six hours and thirty two minutes per day exposed to media of all kinds, of which the time spent reading books and magazines – not counting schoolwork about forty-five minutes” (Gitlin, 2002, p. 18). It is safe to assume that after comparing the statistics from children’s viewing habits, a large majority is spent consuming television. If the school age child is in school for an average of seven hours, combined with the above totals, there is little or no room for other activities.

After completing a study of middle-school students, researchers Robyn Ridley-Johnson, Harris Cooper, and June Chance (1983) found that “children whose parents set rules for watching television attained higher I.Q.s and had better grades in school” (p. 296). They also discovered through their study that, “several viewing preferences (sports, family, game, and cartoon shows) were associated with higher math grades” (p. 297). This may be good news for children and parents as some of these shows focus on analytical skills.

Health

Television not only has implications for the mind and school performance, but can also affect a young person’s physical well-being. Families gather around the television set for family nights, eat in front of the TV, and use it as a communal gathering of sorts. In a study reviewing children’s viewing habits along with their body mass index (BMI) from ages five to fifteen at two year intervals, researchers discovered that there is indeed a link (Hancox & Poulton, 2006, p. 171). “At each age, the mean hours of television viewing reported up to and including that age was significantly associated with BMI ” (p.172). Also, researchers were not able to attain a control group of non-viewing subjects and lacked a real concrete example of viewing versus non-viewing individuals. Because of peer group influence, many children are still heavily affected by television regardless of their own consumption levels (p. 174). “Thus, television has altered what is regarded as ‘normal’ childhood behavior – it is difficult to play team sports after school if your potential team-mates are indoors watching television” (p. 174). With the lack of an active lifestyle, many health issues emerge, such as childhood obesity.

The Centers for Disease Control (CDC) observes the rising trend of obesity in children. “For children aged 2–5 years, prevalence increased from 5.0% to 12.4%; for those aged 6–11 years, prevalence increased from 6.5% to 17.0%; and for those aged 12–19 years, prevalence increased from 5.0% to 17.6%” (Centers for Disease Control, n.d., para. 1). The CDC also contributes behavioral factors, among others, for reasons behind child obesity. These include increased amounts of sedentary behavior and lower metabolic rates, mindless snacking in front of the set, and a high exposure to food advertisements (n.d, Contributing Factors section, para. 7).

Exposure & Parental Control

The repercussions that television plays in family life are far reaching. “Dependence on television is training for adaptation to consumer society (Gitlin, 1992, para. 3). Not only are children being turned into little consumers, they are also exposed to ideas without parental control or preparation; Television lacks the filters to differentiate content for different ages (Meyrowitz & Osborn, 1990/1991, para. 2). “TV takes our kids across the globe before parents give them permission to cross the street” (Meyrowitz & Osborn, 1990/1991, para. 2). The fact is, televisions are on and some parents may feel like they have lost the battle. Yet, it is crucial for parents to intervene and become active participants in the viewing process with their children.

Conclusion

To summarize, television is a large part of a young person’s life. While this may seem harmless at first glance, there is sufficient evidence to support the negative social, mental, and behavioral consequences. Viewing consumption should not only be limited by parents, but monitored to gauge the content. Children should also be encouraged to engage in physical and creative thinking activities in an effort to discard their apathetic lifestyle

References

Centers for Disease Control. (n.d.). Childhood overweight and obesity. Retrieved June 25, 2009 from http://www.cdc.gov/obesity/childhood/index.html

Gitlin, T. (1992, Winter). Television and consumption [Electronic Version]. Media & Values, 57. Retrieved June 24, 2009, from http://www.medialit.org/reading_room/article81.html

Gitlin, T. (2002). Media unlimited: How the torrent of images and sounds overwhelms our lives. New York, NY: Henry Holt and Company.

Hancox, R., & Poulton, R. (2006, January). Watching television is associated with childhood obesity: but is it clinically important?. International Journal of Obesity, 30(1), 171-175. Retrieved June 25, 2009, from Academic Search Premier database.

Meyrowitz, J. & Osborn, B. (1990 Fall/ 1991Winter). Altered states: How television changes childhood [Electronic version]. Media & Values, 52/53. Retrieved June 24, 2009, from http://www.medialit.org/reading_room/article59.html

Nielsen Media Research. (2008, November 24). Americans can’t get enough of their screen time: Nielsen reports that internet and mobile usage continues to increase, as TV usage rises to an all-time high. Retrieved June 25, 2009, from http://www.nielsenmedia.com/nc/portal/site/Public/menuitem.55dc65b4a7d5adff3f65936147a062a0/?vgnextoid=e6db9c9ba2ecd110VgnVCM100000ac0a260aRCRD

Ridley-Johnson, R., Cooper, H., & Chance, J. (1983, May). The relation of children's television viewing to school achievement and I.Q. Journal of Educational Research, 76(5), 294-297. Retrieved June 25, 2009, from Academic Search Premier database.

Blogs: Storytelling on the Internet

By: Jamie Wilson
Short Essay #2
COML 509 Social Dynamics of Communication Technology
Dr. Alexander Kuskis
Gonzaga University
June 13, 2009

Blogs: Storytelling on the Internet

Imagine a gathering in a large, open area, complete with a box for the speaker to stand on. He raises his voice and begins delivering a story to the people gathered. Reflect to the times as a young child, gathered around with some other siblings perhaps, enraptured by the story your grandmother is telling; one of family history, culture, and life. Technology is changing how we think about telling stories and passing on generational information. The purpose of this paper is to illustrate the gradual shift from an era focused on orality and storytelling to one that relies heavily on computer medicated communication, in which the focus will be blogs. First, the discussion will begin with the definition of a blog, followed by an examination of the evolution of change that has led to blogging. Last, we will focus on audience and developing a character on the computer screen.

What is a blog?
It is only fitting that we begin with a definition of a blog, as it is gleaned from the screen of one. A basic blog is located on a website complete with chronological posts, written by the author (Thurlow, Lengel & Tomic, 2004, p. 129). “Blogs are widely heralded as an alternative to mainstream media, as they provide a forum for ‘ordinary’ people to share their own perspective and experiences with other Internet users” (Somolu, 2007, p. 478). By sharing of perspectives and experiences, readers and authors are converging on topics that range from everyday life to business and political happenings. It is by sharing this information that people come together to share and learn from others, much like they did when they streamed in to a room to hear a sermon, a great debate, or play in a primarily oral culture.

The Evolution
Ong (1982) discusses orality and the need for storytelling as a means for preserving messages and information from the past. “Since in primary oral culture conceptualized knowledge that is not repeated aloud soon vanishes, oral societies must invest great energy in saying over and over again what has been learned arduously over the ages” (p. 41). By speaking and sharing, orators were able to share knowledge learned from experience or inherited from generations. In a sense, blogging allows for the same sharing of stories and information.

Storytelling has been evolving; from oral stories and diary entries with pen and paper, to the Internet. Rebecca Blood (as cited in Cohen, 2006, p. 162) tells the history of blogs when they, “came online in the 1990s, emerging out of online forums, personal Web pages, and e-mail lists—all of which are tools for telling stories and creating networks.” While blogs have been emerging on the web, the stories that are shared allow for a sense of community. What some may have felt when they gathered to hear a great rhetorician, some feel as they read the latest blog excerpt.

An Audience
Some may ask, who are the blogs written for and directed towards? While many are written for business or political purposes, many are for personal reasons – a chance to capture life’s moments. Blogs live in the here and now, as homeostatic societies on the web (Ong, 1982, p. 46). Telling current, relevant stories that matter to the readers can draw an audience in as it gives an insight into the life of another person.

In contrast to speaking, the writer of the blog cannot gauge reactions on the face of audience members or know how many people are sitting in their virtual audience. “In fact, and in the experience of the blogger certainly, the audience for blogs is neither small nor large; which is to say, it is not numerable in the way a theatre audience is presumed to be” (Cohen, 2006, p. 164). Just because the blogger cannot see an audience doesn’t mean they are not there – writing into the abyss of the Internet may even be more challenging than speaking in front of an audience. An author must wait until blog comments begin to emerge to determine audience response to the post.

A Star is Born
Blogs, as with oral culture, give the storyteller a chance to be a star. These “heavy characters, persons whose deeds are monumental, memorable, and commonly public” are commonplace on a blog (Ong, 1982, p. 70). It is chance for a short stint of fame on your very own blog, with your words as a guide. In an article on narcissism, Sam Vaknin writes, “Weblogs allow individuals to indulge grandiose fantasies of who they are, cataloguing the nuances of their lives—real or imagined—for all to see” (as cited in Cohen, 2006, p. 164).

While some may see blogs as, “nothing if not self-interested and self-motivated,” others see it as a chance for empowerment (Cohen, 2006, p. 166). In a study of blogs by women in Africa, researcher Oreoluwa Somolu notes, “…they are sharing their life experiences and perspectives, documenting and passing on knowledge, reaching out to other women (and men), and giving women a voice. This ensures that the information needed by specific communities is generated and available” (2007, p. 48).

Conclusion
To summarize, storytelling has emerged into a new medium, blogging. While storytelling will never disappear, technology has created a space to voice opinions, share stories, and pass on wisdom and information in a whole new way. Whether anyone is reading the blog or not, blogs allow a chance to relate and even create a life on the screen that is worth reading about.

References

Cohen, K. (2006, June). A welcome for blogs. Continuum: Journal of Media & Cultural Studies, 20(2), 161-173. Retrieved June 10, 2009, from Academic Search Premier database.

Ong, W. J. (1982). Some psychodynamics of orality. In Orality and literacy: The technologizing of the word (pp. 31-77). New York: Methuen.

Somolu, O. (2007, November). 'Telling our own stories': African women blogging for social change. Gender & Development, 15(3), 477-489. Retrieved June 10, 2009, from Academic Search Premier database.

Thurlow, C., Lengel, L., & Tomic, A. (2004). Computer mediated communication: Social interaction and the Internet. London: SAGE.

Thoughts on Ong & CMC

As I waded through the pages of Ong, I pulled out two pieces of information that correspond to what we have been discussing in reference to CMC.

CMC and the “heavy figure”
Ong emphasizes that oral memory preserves the status of characters who do great things and are “memorable” and “monumental” in every way (1982, p. 70). But with written culture, and specifially in our age of technology and communication, anyone can make themselves an important character in their own story. “The heroic and marvelous had served a specifice function on organizing knowledge in an oral world. With the control of information and memory brought about by writing and, more intensely, by print, you do not need a hero in the old sense to mobilize knowledge in story form” (pp. 70-71).

If we can construct our personality online, we can certianly make ourself as heroic as we want to be. Examples of this can been seen on social networking sites, blogs, and web pages. Fifteen miutes of fame can last for an eternity on the Internet.

Groups – oral culture and beyond
The Verbomotor Lifestyle, Ong tells, is focused on oral communication and words. He says that these are the characteristics that bring people together, not the written word. “Oral communication unites people in groups. Writing and reading are solitary activities that throw the psyche back on itself” (p. 69). He goes on to say that teachers and students working in a class together, speaking, are much closer than those who work alone reading (p. 69).

This made me also reflect on the question we were asked in last week’s module. Are we closer through CMC than compared to communication in a traditional F2F classroom? Ong would argue that speaking F2F brings people together because oral communication unites. If we add sound to our blackboard discussions, rather than relying solely on seeing the written word, do you agree with Ong that this may add to the experience (p. 72)?

News & Media - Module 3

What is your stance on news and media?

TV
I really enjoyed Bill McKibben’s collection of work from the assigned articles, particularly, the “5:00 A.M.” selection, where he discusses TV and its associated power. In a sense, we are being played for fools. I know that “I’m a Celebrity, Get Me Out of Here” is quite possibly one of the worst shows on television right now, but still…”there’s nothing else on,” I tell my husband. I don’t think the people behind such shows are thinking, “This is so good, I think we will be getting an Oscar…” More than likely, I am sure they are amused at the amount of people who do end up tuning in.

This reminds me of the ads for Hulu they have been running on TV as of late. If you don’t know what I am talking about, check out this clip from YouTube:
http://www.youtube.com/watch?v=l0cHkWeqnyg&feature=PlayList&p=0A8C763AD3202FFE&playnext=1&playnext_from=PL&index=6

The thing is, these commercials are funny because there is a part of us, sitting there watching our nightly shows that laugh along because we were told when we were younger that TV does rot our brain.

NEWS & FACTS
We had a problem with pigs in our neighborhood a while ago. I took pictures and sent them to a friend, who sent them to a friend, who sent them…you get the idea. They ended up in the hands of a local television reporter who called me because he wanted to do a story on the wild pigs in our community. Caught off guard, I agreed to the interview. When he and his camera person showed up at my door, I remarked, “Slow news day?” To which he replied, “Yeah…there’s nothing more that the viewers love than babies and animals, and you have both” (referring to my newborn and the wild pigs of course).

Why do I tell this story? In Carlin Romano’s The Grisly Truth about Bare Facts he elaborates on that very question, what makes something newsworthy? After graduating with my BA, I even worked in TV as a field producer and I have a hard time answering this question as the panel did in the discussion about privacy (p. 39). News is subjective – what one person considers newsworthy, such as the pig story, someone else may not. Facts have to be proven or disproved but these even can be presented to anyone’s liking. “Journalists can also make facts in a different way by manipulating the vagueness of language and choosing one word rather than another, one construction over another” (p. 68). A reporter, writer, or producer can spin facts any way they choose – companies, such as the tobacco industry, have been doing it for a very long time.

The Virtual Connection - Module 3

Given what you know about community, is it possible to form a virtual community?

Community brings people together.

Take for example, this blog that I follow, http://half12.blogspot.com/

If you take a bit of time to browse the site, you will find a heartbreaking story of a family’s journey as they have lost one daughter (a twin), Tuesday, to an aggressive form of cancer, Neuroblastoma. Jessica, the mom and main blogger of the site, writes about her grief in its purest and rawest forms – she also wrote about life before the cancer monster reared its ugly head in their lives. Their blog has 838 followers; people who sign up to get updates and come from all over the world to connect to this family’s journey.

To me, this is a great example of a virtual community. I do not know this lady but I literally sobbed while reading her blog – from the beginning when everything seemed perfect, to discovering the cancer, the battle that ensued, and now through the family’s grief. It is this type of public forum, a virtual community that allows people to come together, strangers, neighbors, family and friends, to listen and give support with their comments. Here is a sample:

Lee of MWOB said...
Oh my. I just watched that gorgeous video of your Tuesday and your family. I am crying for you again, you, a stranger, but because of this space of yours and because we are mothers, you don't seem a stranger at all. My thoughts go often to you and then prayers follow. Of course, where do you go from here...that feeling makes perfect sense to me.Love to all of you...
May 26, 2009 9:51 PM

As you can see, there is a sense of connection; whether it is a mother, a cancer survivor, or someone who is interested in giving support, they are there to come together, to communicate.

Some of Jessica’s followers organized an online auction through their own blogs to raise money for cancer research. Most of these people have never met Jessica, or Tuesday, but they were so moved and connected in this virtual world that they reached out to support their virtual friend.


Do you feel that you know your classmates in this online class the same as if you were in a classroom with them? Post your response to discussion forum.

I believe that I do know people better in this class more so that in a traditional, F2F classroom. At my leisure, I can read through your backgrounds, postings, and interactions that you have with me and each other. In a F2F classroom, I would never be able to eavesdrop on this many conversations! It also gives me an insight into some of my classmate’s background knowledge – I know where you are coming from when you say X because you stated that you do X for a living or were raised X. Never before have I had such insight. There is not enough time during traditional classes to get to know each other on this level.

Flames: The What, Why, and How of Insults on the Web

Flames: The What, Why, and How of Insults on the Web
Short Essay #1
By: Jamie Wilson
COML 509 Social Dynamics of Communication Technology
Gonzaga University
May 30, 2009

Introduction

Chances are, Internet users may not know the term, but have felt the effects of one. Flames, as their name suggests, are heated remarks that surface in forums such as online discussion groups. The purpose of this paper is to explain why people resort to flaming, the research and psychology behind such actions, as well as ways in which to deal with these types of assaults.

Flaming Explained

Flaming falls in the third category of the “thrill-spill-and-kill myth” that the authors identify in Computer Mediated Communication (2004). “Flames (or flaming) are often understood to be hostile and aggressive interactions in CMC…” (Thurlow, Lengel & Tomic, 2004, p. 70). Safe behind the computer screen, flamers have resorted to insulting and harassing others while online. I have encountered such attacks in the personal, professional, and educational arenas. Attacks have ranged from name calling and sarcastic remarks to derogatory comments concerning my intelligence. All of these are examples of flames and vary on a scale from rude to obscene and threatening (p.70). In studying these, I wanted to explore why flames are thrown in the first place.

The reasons behind flaming are a little difficult to define. It may be hard to pinpoint the exact cause and effect nature of these wars, but some have offered an insight. “The blurring of geographic boundaries, the hybrid of nonface-to-face written communication and asynchronous multiparty verbal interaction, the breaking down of private and public boundaries, and the blurring of the real and virtual are involved in flaming in cyberspace” (Lee, 2005, p.386). In a sense, when you get people from a variety of backgrounds together and they open themselves up by voicing opinions, there are bound to be disagreements that inevitably can turn nasty and unruly.

Research

Scholars have completed research in this field and have presented information regarding flame interpretation. Patrick O’Sullivan and Andrew Flanagin (as cited in Thurlow, Lengel & Tomic, 2004, pp. 71-74) provide an Interactional-Normative Framework as a guide to this “online aggression.” In it, the four principles dictate that when considering flames, one must understand that people have different perceptions of language (p.72). What one person deciphers as a flame may not have been the original intent. These perceptions are also influenced by the relationships with the sender and receiver as well as what is considered a social norm within the group (p.72). Furthermore, by putting the words into context, a person can judge the message within those parameters (p.72). Without this background knowledge or if the words are viewed by an outsider greatly effects the interpretation. One of the most important pieces of information from their research is that messages can be deciphered in a variety of ways, depending on the individual’s perspective. Whether or not the intended message is meant to be a flame and whether is it received or perceived as one are some key ingredients to the equation (p.74).

In response to flames, I have tried a variety of approaches; never sure which one was best or most beneficial. Ignoring worked at times but I felt that this may have sent the attacker the message of acceptance. When I have made retorts back, either calm or aggressive, the flames usually just escalated and grew in intensity while never resolving the basic issue. Researcher Hangwoo Lee (2005) offers insight and strategies in dealing with flame wars after her two year observational period of a Usenet chat group (p.386).

Strategies: How to deal with flames

The first strategy, competitive-dominating, is when participants try to top each other with insults and slurs. Usually during these, someone intervenes using a variety of methods. These could include pointing out the alienation of the others in the group or by writing/posting poems expressing feelings (Lee, 2005, pp.388-391). Others take on another strategy – avoiding, which usually consists of withdrawing from the conversation or group (p. 392). Utilizing cooperative-integrating strategies as a means of coping with the flaming involves apologizing, involving a third party mediator, and joking to alleviate tension (pp. 393-396). Other times, it is necessary to involve others in the group to show support in a unified fashion against the attacks (pp. 396-397). Some have learned to brush off flames with the explanation that it is normal, expected, or playful due to the group’s familiarity with each other (pp. 397-400).

It may also be appropriate to establish a dialogue with the flame thrower. “If someone has blasted you or your organization, ask about the circumstances that led to the person’s dissatisfaction; come across as humane….Say you’re sorry about the situation, and ask how you might resolve it together” (Goldsborough & Page, 2005, p. 24). Using effective communication as a tool may be the most helpful tactic in analyzing the reason(s) behind the flame and bringing the conflict to an end.

Conclusion

While flame throwing is not a phenomenon based only in the Internet community, it is a dynamic that certainly can escalate and alienate those involved. It is imperative to understand the cause and effect relationships of the flames; what may have prompted the attack and how to address the situation. Understanding these issues can not only alleviate personal stress but may help to make cyberspace a bit friendlier.


References

Goldsborough, R., & Page, L. (2005, February). How to respond to flames (Without getting singed). Information Today, 22(2), 23-26. Retrieved May 27, 2009, from Academic Search Premier database.

Lee, H. (2005). Behavioral strategies for dealing with flaming in an online forum. The Sociological Quarterly, 46, 385-403. Retrieved May 27, 2009, from Academic Search Premier database.

O’Sullivan, P.B. & Flanagin, A. (2003). Reconceptualizing ‘flaming’ and other problematic communication. New Media and Society, 5(1), 67-93.

Thurlow, C., Lengel, L., & Tomic, A. (2004). Computer mediated communication: Social interaction and the Internet. London: SAGE.

CMC, F2F, and Personality

Is CMC a richer form of communication than face-to-face?

Face-to-face communication is a medium that I would once say that I always preferred. Since beginning my online education at Gonzaga, my view has been altered because of the friendships I have been able to form and the conversations I have been a part of. Depending on the type of CMC, I would venture to say that it can be a richer form when compared to face-to-face communication in some instances. This is due to the ability to “see” the person with such technologies as Skype or the ability to “see” emotions through emoticons or netspeak. Chatting in virtual chat rooms or through instant messaging is also a rich environment where a person can have a conversation with many people at once, from the comfort of their home behind a computer. It gives many people the confidence to speak when they may be less likely in face-to-face situations.

What is lacking in CMC is the ability to detect hostile words or those perceived to be hostile by the receiver. Using the Box BT6:4: Multiple Perspectives on Flames (Thurlow et al, 2004, p.74), as a guide, it is easy to discern where messages seem to get mixed. If a message is unclear, then it may be easier to misinterpret words. This is especially true if sender and receiver are not familiar with each other or with the respective style of writing and therefore, one can easily become withdrawn, confused, or angry.

To what extent is your Internet personality a construction?

Recently, I have started writing true stories from my life on my family blog. My personality can be seen everywhere –from the pictures I post and the font I use to the wallpaper that lines the background (p.99). While my online personality and real-life one are synonymous, I do practice varying “degrees of anonymity” (p.62).

I have seen firsthand the advantages and disadvantages of anonymity on the Internet. Because I keep a family blog, I am very careful of a few facts. I never state full names and I do not publish where I live. In this case, I want to preserve my sense of safety and security, especially since I have a small child. It may seem like a contradiction in the sense that I am putting a lot of information for all to see while being mindful of revealing too much.

On the positive side, the site allows for a creative outlet to reveal personal stories or anecdotes, all of which I would share face to face with another person if they were interested. It is a way to connect with family, friends, and strangers and enhance “comradeship” and “inspiration” over common ground, such as motherhood (p. 59).

I am also very aware that people leave rude anonymous comments on such sites because they feel safe behind the computer screen (p.62). As the site administrator, I have attempted to thwart such attacks by approving all comments before they are published on the site. This is an attempt of controlling some form of my online identity. “The fact is, however, that identity isn’t only a matter of what we think about ourselves or what we tell others about ourselves. Other people too have a say in our social identity…” (p. 96).

Thurlow, C., Lengel, L., & Tomic, A. (2004). Computer mediated communication: Social interaction and the Internet. London: SAGE.