Critical Reflection

In the module, ES1102, the class exercises used are mainly academic writing. We are asked to share our experiences, summarise articles and provide our responses to an issue. These writings are being post on online blogs whereby the tutor and our classmates have access to. Sometimes in class, we would work with different peers to give feedback to the writing of another classmate. Our tutor would also provide us with formal feedback and instruct us to improve our writing based on the feedback given. As we are constantly told to improve on our writing, it is common for one paper to have multiple drafts.

The peer evaluation used in class is beneficial to both parties, the giver and the receiver. The feedback given to the receiver help the individual to be aware of his or her writing mistakes and prevent the possibility of the same mistake being made again. For those that provide feedback, they are able to learn from the positive writing skills used by their classmates and by evaluating others’ works, it also increase their sensitivity to writing mistakes. For me, peer evaluation is enjoyable most of the time as I am able to work with various ones and to learn from them. Being able to read others’ works give me more exposure to well written works whereby I can learn from their organisation and vocabulary. The feedback given by my tutor has also helped me to be more coherent and clearer in my delivery of content.

Through the feedback given by my peer and tutor, I am now more aware of my writing mistakes which helps me to look out for such mistakes in my writings and to correct them before submitting. Some of the things that I have learned from the exercises are consistency in usage of tenses, parallelism and subject-verb agreement. While peer evaluation is quite effective, there are times whereby I did not take their feedback seriously as I did not agree entirely with the feedback given and would only correct the mistakes if it is pointed out by my tutor. Also, when I am asked to provide feedback, there are moments whereby I am not sure of the mistakes that I highlighted to my peer and might feel that my feedback is of little value but since we are paired up, it was better as I can discuss with my partner and when they are more knowledgeable than me, they are able to guide me.

Overall, my learning experience in class has helped in the development of my English language, by learning from my mistakes, I am better able to convey my ideas in my writings. Through the learning process, I hope I will continue to keep in mind the proper usage of grammar and good writing skills to inform my future writings done in the university and the workforce. The increased in sensitivity to writing mistakes can also help me when I vet through my assignments.

Problem Solving Essay Draft 4

In 2014, Singaporeans were reported to be one of the most active users of social media in the world, spending 2.2 hours on average a day (Mohd, 2014). This is not surprising as Singapore has a smartphone penetration rate of 78% (“Singapore smartphone”, 2013) and through the use of social media, users are able to communicate rapidly, making them feel more connected to others. It is, however, worrying that this increase in connectivity is not just limited to friends and family members in users’ social circles, but extends to strangers as well.  A study has shown that more than 50% of Singaporeans have befriended strangers on social media (Trend Micro, 2013 as cited in Nurul, 2013) and this has especially impacted the young people who are more vulnerable to cyber-scams. Although, a non-profit charity organisation, Touch, has worked with Singapore schools to implement cyber wellness programmes to educate the young about the potential dangers of adding strangers online, parents can also play their part by monitoring children’s online activities through the use of software.

Young people in Singapore are defined as 14 to 16 years of age by the Children and Young Person Act (2011). They are more likely to add strangers on social media as they are at the stage of looking out for new friendships. Having a high tendency to be reckless and trusting to their friends also results in young people being more vulnerable to cyber-scams (Tai, 2013). When teens befriend strangers on social media, information such as their whereabouts, contact details and daily routine are made known to them. This allows cybercrime perpetrators to look for targets who are more vulnerable. For instance, in 2012, a 15-year-old teen was exploited to become a loan-shark runner after he posted on his Facebook that he was not receiving enough pocket money (Tai, 2013). Knowing his situation, a middle-aged man befriended the teen and offered him an irresistible offer of making a few hundred dollar for each “assignment” he took on. As evident, teens who are naïve can be easily exploited by cybercrime perpetrators who befriend them online.

Another growing concern is that these perpetrators would often chat with the youths through social media and attempt to meet them in the ‘real world’ upon gaining their trust. It was found that 26% of the youth population has met an online stranger in the ‘real world’ (“Norton Online Family”, 2010). This can lead to negative consequences such as rape or molestation, which has seen an increase in the number of cases over the years (Tai, 2013). One of the cases that occurred in 2003 was a polytechnic graduate that found young girls to rape through the Internet chatroom, resulting in three girls aged 13 to 14 getting raped. (Chong, 2013). The statistics and cases mentioned above have highlighted the potential dangers of befriending strangers on social media and the urgent need of educating the young to be more aware of online perpetrators.

To combat the issue of young people falling for cyber-scams, Touch, has come up with a cyber-wellness program entitled CRuSH (Cyberspace Risk and where U Seek Help) and has worked with schools to widen their outreach to students. Their program addresses issues such as cyber relationships and contacts, equipping youths with the skills to make informed decisions when challenging cyber wellness issues are encountered (Touch Cyber Wellness, 2013). Assessment and counselling are also available to help those with online relationship problems and other cyber issues. The Touch 2013 report revealed an increase in the number of schools and students their programmes have reached (Touch Community Services, 2013). The rise in number is also evident in their counselling programs, implying success in the areas of public awareness and education. Furthermore, CRuSH also has received positive reviews from secondary school students, with more than 90% of them rating the programme as ‘good’ or ‘excellent’. However, it is not known if reports of cyber-scams experienced by young people have decreased after the implementation of cyber education, making it difficult to assess its effectiveness.

To further prevent teens from falling for cyber-scams, parents can opt to install software such as the Singtel Family Protect or the Norton Family. These software allows parents to gain insights on their children’s online activities. The Singtel Family Protection allows parents to limit the amount of time their children spend on the Internet and block unknown email addresses to minimise conversations with strangers (Singtel, 2015.). It also increases parental supervision by recording down conversations held on social media. The Norton Family extends these services to mobile phones as well. Despite these tools being able to inform parents about children’s online activities, it is vital that parents are able to maintain a close relationship and have open conversations with their children when they addressed cyber wellness issues. Parents can negotiate with their children the amount of time they can spend on social media and set boundaries in their monitoring of conversations. In that way, teens would not feel that parents are infringing on their privacy or being too controlling. By gaining insights of their children’s online activities, parents can then intervene before their children fall prey to cyber-scams.   

It is fortunate that the dangers of befriending strangers online have been made known to teens through cyber wellness education. However, social media users must nevertheless, continue to protect themselves online. As the Internet evolves and individuals become more tech-savvy, cybercrime perpetrators can come out with new ways to exploit the young. To minimise teens’ exposure to negative experiences on the cyberspace, parents should constantly monitor their children’s online activities and educate them to make wise decisions.

References:

Children and Young Person Act (2011) (SSO) (SG) Retrieved from http://statutes.agc.gov.sg/aol/search/display/view.w3p;page=0;query=DocId%3A911aba78-1d05-4341-96b7-ee334d4a06f0%20%20Status%3Ainforce%20Depth%3A0;rec=0

Chong, E. (2013, February 5). 23 years' jail, 24 strokes for Internet sex fiend. The Straits Time. Retrieved from http://www.corpun.com/sgj00302.htm

Mohd, A. A. (2014, January 10). Singapore among the most active on social media: Report. TODAY. Retrieved from http://www.todayonline.com/tech/singapore-among-most-active-social-media-report

Norton Online Family report 2010 reveals 73 percent of Singaporean kids have had a negative online experience. (2010, July 6). Retrieved March 6, 2015, from http://www.symantec.com/en/sg/about/news/release/article.jsp?prid=20100706_01

Nurul, A. A. (2013, October 25). 1 in 2 users in Singapore add strangers on Facebook, Twitter, Instagram. Yahoo! News. Retrieved from https://sg.news.yahoo.com/1-in-2-users-in-singapore-add-strangers-on-facebook--twitter--instagram-142503612.html

Singapore smartphone and tablet penetration on the rise; app usage increasing. (2013, June 18). Retrieved from http://www.networksasia.net/article/singapore-smartphone-and-tablet-penetration-rise-app-usage-increasing-1371518626

Singtel (2015) Family protection. Retrieved from http://info.singtel.com/personal/internet/addons/family-protection/detail

Tai, J. (2013, June 12). More teens falling prey to cyber-scams. The Straits Time. Retrieved from http://www.straitstimes.com/the-big-story/case-you-missed-it/story/more-teens-falling-prey-cyber-scams-20130612

Touch Cyber Wellness. (2013). Educate. Retrieved from http://www.planetcrush.org/programmes/educate.htm

Touch Community Services. (2013). Touch report 2013. Retrieved from http://www.touch.org.sg/files/annual.report.2013.pdf

Reader Response Draft 4

In the article “The Perils of Over-sharing in Social Networks”, Emm (2014) claims that the increasing dependency on the internet “exposes the minutiae of our daily lives” to individuals who can collect this information. While the internet can make users’ lives more convenient, security can be easily compromised. Sharing too much information online can also threaten the safety of individuals and their organizations. Although the threat of cyber crimes on mobile devices has yet to be evident, Emm (2014) urges readers not to be complacent about security by recommending measures such as using different passwords for different accounts and updating them regularly.  

Being part of the Generation Y, I can relate to this article since the internet has become a necessity in my life. In fact, most users have become so reliant on their mobile devices that they probably will be uncomfortable without it even for a few hours. Emm (2014) mentions that users depend so much on applications in their daily tasks that “our personal communications, our buying preferences, even our very whereabouts” are known to those who have access to this information. However, I feel that dependence on mobile devices does not always result in the details of users’ daily lives being exposed and there are several factors that the article has failed to consider. The first factor being that not all applications will contain or reveal personal details of the user. For instance, applications used to track expenses, watch videos, and check arrival timings of buses are unlikely to contain personal information that jeopardize users’ safety.  

For applications that contain private details of the user, security settings are put in place to prevent others from accessing this information. For example, users using internet banking applications have to go through a two-factor authentication system. They will have to key in a code from their security token and a pin number send to their registered phones before they can carry out a transaction. In addition, applications used for communication purposes have come out with various features to protect users’ conversations (Dredge, 2014). Telegram allows users to have secret chat group that contains the feature of self-destructing messages (Albright, 2014) while TextSecure on the other hand, allows users to encrypt their messages and can only be accessed using a passphrase (Demi, 2014). As users rely more on the internet, developers of these applications are also strengthening their security features to better protect users’ information.

Lastly, dependency on the internet alone does not leads to users’ lives being overexposed and their safety being compromised. The content that users choose to share on the internet and the people that they share with are vital as well. Although, it may not be necessary for users to share their location or to make their social media accounts public, I have observed that some users did not privatize their accounts, granting strangers access to their profiles and Foursquare, an application that enables users to share their location is still widely used. This is worrying as sharing personal information on social media can leads to dire consequences. For instance, Helen Flanagan, a public figure got robbed after a tweet revealing that her boyfriend was away (Bull & Cooper, 2013). As the example shows, it is important that users do not overshare information online so as to protect their own safety.

In conclusion, reliance on the internet is not the only factor that leads to the overexposure of users’ lives. As developers improve the security features of applications to better protect the privacy of users, users have to play their part by not divulging personal information to strangers. To further protect their privacy, users can take in tips provided by Emm to strengthen the security of their online accounts.

(623 words)

References:

Albright, D. (2014, November 17). Telegram provides a secure & fast-growing alternative to WhatsApp. Retrieved from http://www.makeuseof.com/tag/telegram-provides-secure-fast-growing-alternative-whatsapp/

Bull, S., & Cooper, R. (2013, June 19). Terror of Coronation Street star Helen Flanagan as three armed raiders break into her house and steal jewellery and mobile phone after she tweeted she was home alone. Daily Mail. Retrieved from http://www.dailymail.co.uk/news/article-2343839/Helen-Flanagan-left-shaken-armed-raiders-break-house-steal-jewellery-mobile-phone.html

Demi, J. (2014, May 13). TextSecure feature overview. Retrieved from http://www.johannesdeml.com/blog/textsecure-feature-overview/

Dredge, S. (2014, December 11). Worried about leaky chats? Messaging apps are responding with security features. The Guardian. Retrieved from http://www.theguardian.com/technology/2014/dec/11/messenger-private-chats

Emm, D. (2014, March 21). The perils of over-sharing in social networks. Huffpost Tech. Retrieved from http://www.huffingtonpost.co.uk/david-emm/the-perils-of-over-sharing-in-social-networks_b_5005276.html

Presentation Evaluation

On Thursday, I was given the opportunity to present my problem solving essay to the class. At first, I was worried as my presentation was more relevant to the youth rather than the class so I was quite thankful that during the elevator pitch, my partner suggested the use of emotional appeal and it has shown to be effective in engaging the audience during the presentation.

Although there were no major problems with my content, organisation and tone, what I felt that I can do better is to control my nervousness as it affected the way my words were coming out. At first, my voice was shaky and that affected my pronunciations. My eye contact was lacking as well since I needed time to warm up and be comfortable. I only maintained eye contact with a fix group of people and neglected a few of them. It was only towards the end of the presentation then did I start to feel more at ease and started to look around. What I feel that is harder to change is the way I phase my words as I might unconsciously use words that are not natural in presentation or repeat certain words. Also, during the transition between my last suggestion and conclusion, I did not find it to be smooth as I lost my train of thoughts. All these area of weaknesses highlighted to me that I need to practice more, these are areas which cannot be change in a day but through practicing, I can present in a more confident manner while using the appropriate words naturally.     

Thank you everybody for your feedback, I will keep them in mind and continue to improve on my presentation skills. 

Critical Reflection Outline

Introduction:
-description of the experience
- peers will provide informal feedback on drafts of my reader respond and problem solving essay while tutor will provide both formal and informal feedback
- worked together with different peers to evaluate others' drafts

2nd paragraph:
-Why and how did it happen, how I feel about it?
- occurred during es1102 module, these are exercise that are done in class to allow students to learn from their writing mistakes and increase awareness of writing mistakes when they evaluate others' works.
- I feel that I am more likely to take the tutor feedbacks seriously as compared my peers since there might be areas of feedback that I do not agree with them.
- When I evaluate others' work, there are times whereby I am not sure if it is a mistake so I might not feel that my feedback are of value to them. Working with a knowledgeable partner helps when I am not confident of my feedback.

3rd paragraph:
-what is your new interpretation of the experience? What is the significance? What do you learn about yourself and others?
- The feedback from peers and tutor help me to realize my mistakes when I write. These mistakes are unknown to me so I will probably continue making the same mistakes if they were not pointed out to me.  -Pairing up with a peer to evaluate others’ work also alert me to mistakes that others make which I am unaware of.-Through this feedback, I am able to improve my work and ensure that the ideas in my essay are specific and communicated to the readers clearly. -what I learn: parallelism, subject verb agreement, consistency in using past or present tense- what I learn about others: generally everybody has good ideas, content and organization but are mainly weaker in their ability to communicate the idea clearly

4th paragraph:
-what will you do as a result of this experience? How will you use it to inform your future?
- As a result of this experience, I developed a heighten awareness to my writing mistakes, specifically for grammar and will pay more attention to the common mistakes when I vet through my materials.
- This new knowledge on the proper usage of grammar will help me in my future writings to convey my ideas clearly and hopefully, I will be correct grammatically in my speech as well.