Prolonged exposure to electronic screens can have detrimental effects on physical and mental Health. The overuse of electronics has permeated every aspect of contemporary life. The purpose of this proposal is to look into the possible harm that extended screen time may do to people’s health and wellbeing. Given the growing reliance on computers, tablets, cellphones, and televisions, it is imperative to investigate the effects of this activity.
Association of Digital Media Use With Subsequent Symptoms of ADHD Among Adolescents”: This scholarly investigation explores the relationship between adult psychological well-being and digital media consumption. It looks at the relationship between screen usage and stress levels, mental health, and general wellbeing.
“The Physical Consequences of Extended Screen Time”: This study explores the effects of prolonged screen time on physical health, including the dangers of sedentary behavior, digital eye strain, and possible connections to physical health issues.
“Screen Time and Its Impact on Sleep Quality in Adolescents”: This scholarly source focuses on the connection between teenagers’ screen usage and their quality of sleep.
It examines how excessive gadget use throws off sleep cycles and what effects it has on one’s physical andemotional well-being.
“The Influence of Screen Time on Cognitive Function in Children”:
The effects of screen usage on children’s attention span, memory, and problem-solving skills are investigated in this study. It sheds light on the potential effects of electronic device use on brain development.
“Screen Time Guidelines and Their Efficacy in Promoting Well-being”:
This article examines current recommendations for screen time and how effectively they support wellbeing. It provides a critical evaluation of health organizations’ suggestions and their applicability in the current digital era.
The sources chosen are research that offer empirical evidence and insight into the negative consequences of excessive screen usage. By citing these academic resources, I was able to support the hypothesis that long-term exposure to electronic devices can have adverse effects on people, both in terms of physical and mental health.
Counterintuitive Fall 2024 
Thanks for your post, McLovin.
I think you might misunderstand about Categories.
You posted twice, once to the Proposal+5 category, once to your Username category.
Instead, Publish just once, and place the post in BOTH categories. WordPress users will be able to find it by accessing either category.
Otherwise, both are hidden from one category or the other, and we could end up doing feedback on separate posts, creating divergent versions.
Furthermore, your PTSD Claims assignment was hidden because you didn’t post it to your Username category.
But you did publish it in Another location under your Username but not under PTSD Claims.
Finally, you haven’t answered my question: What section did you cover for the PTSD assignment?
And now I have the sad job of informing you that your decision to “attend” class completely remotely has harmed your understanding of the assignments again, McLovin.
Your Definition and Causal (not Casual) arguments are on different topics, completely at odds with the entire structure of the course. I didn’t pay close enough attention to either when you posted them, because you didn’t put either into Feedback Please, AND you didn’t create Rewrite versions of either, which your classmates all know are the posts where Feedback is requested and retrieved, and where all revisions are done.
I still don’t have Rewrite posts for either, but now I see you’ve written one essay on Screen Time Dangers and another on the benefits of Youth Sport. One could say they’re related, but surely neither is counterintuitive in any way, and “Hazards of Screen Time” is an example I have used repeatedly in class as the sort of topic to avoid.
Here I will quote from our Hypothesis Conference:
“You’d have to work really hard to further develop your hypothesis, starting from Step 6, to get to something that looked like something that could earn a grade of C or so because we’re just saturated, and it’s really hard to find an angle that is at all fresh or interesting. And you have to take that into consideration when your professor is reading 45 research papers and 8 of them are about the excessive use of screen time or the Fear Of Missing Out on social media. So, watch out for that. That’s just Fair Warning.”
You told me you chose the topic because in Comp I you had discussed often and written about screen time and technology. So we decided to fine-tune your argument to something more specific.
We went to Google Scholar together to try to find an angle that might give you a shot at a fair grade. We discarded “negative effects” and “mental wellbeing,” then tried “isolation.” I suggested “passive and active” screen time use. We investigated “temporal associations.” We decided nothing, but you did understand the danger of trying to depend on something as broad as “screen time—negatives.”
I gave you some advice then:
“I want you to spend some time convincing me you’ve found something that hasn’t been written to death about youth and screen time that will take some research and surprise you and me.”
You asked a clarifying question: “Would this Hypothesis, is it leading to another essay?”
I didn’t quite understand, but I tried this reply: “No. There’s one essay for the whole semester, basically. . . First you write the Hypothesis. And then you write a thousand-word Definition argument on that premise; you write a thousand-word Causal argument on that premise; you write a thousand-word Rebuttal argument on that premise; and the three of them combine into a 3000-word Research paper that goes into your Portfolio at the end of the semester.”
“Stone Money is not part of your Research Paper or your Portfolio. It’s just a way for me to gauge your ability to make citations, use sources and write arguments.”
“You and me, and nobody else, will go back and forth over your three short papers that all will focus on this one hypothesis.” Your response indicated that you understood. You said, “The Hypothesis is everything because it connects back to every single 1000-word paper which is going to make it a 3000-word research paper.”
We talked for several more minutes to confirm the process of refining the Hypothesis throughout the semester as your research continues until “you can prove something worth proving. So, I don’t expect the first draft of anybody’s Hypothesis to last very long.”
We must have focused at least a bit on “temporal associations” as they relate to screen time, because I used that Preliminary Hypothesis as an example of how to proceed to write the 1000-word definition argument.
You countered that screen time rewards are “short form,” mentioned dopamine, and then, AND THEN, you said,” online activities and technology are short form content, and they’re short-form rewarding, . . . but when you engage in regular tasks such as a sport, something that’s a bit more time-consuming, they get too caught up, I think I TRIED TO ARGUE.”
It’s that sudden shift into past tense that gives away your plan to recycle material from your previous class. And the odd detour from the Screen Time focus of your Definition Draft to the Scholastic Sport focus of your Causal Draft is suddenly less mysterious. If you’re avoiding rewrites—which I have emphasized over and over again are THE essential value of the course—so that you can depend on re-purposing a paper you’ve already submitted for a grade in another course, you’ll need to rethink that plan.
Remember, this post gets expanded with whatever other sources you consult. Be sure to add new material as you gather it. When it’s complete, we’ll change the name of the post to “Annotated Bibliography” and it will go right into your Portfolio.
Provisionally graded. Revisions are pretty much required for this post-in-progress, and Regrades will happen every time I become aware of an update, including AFTER it goes into your Portfolio.