Week 5 Discrimination Videos Reflection Paper please follow the requirements very carefully and write correctly,if you have any question please ask me. STU

Week 5 Discrimination Videos Reflection Paper please follow the requirements very carefully and write correctly,if you have any question please ask me. STUDENT INSTRUCTIONS for Week 5
Here are your instructions for week 5:
Step 1. Watch the “Week 5 Introduction” video from Prof. Ruberg.
Step 2. Watch the guest lecture by T. L. Taylor, “Play as Transformative Work” (2019). Note: You can
start watching at minute 08:30 and stop watching at 55:00; the rest is Q&A. While you watch, pay
attention to:
–
What is live streaming? How does it work? Who is involved and in what ways?
What is the history and cultural background of live streaming? What other media is it related to?
Step 3. Read the three examples of popular press articles about live streaming and diversity listed on the
syllabus: Simon Park (2015), “Play It Your Way: How Twitch Lets Disabled Gamers Earn a Living Online”;
Jessica Conditt (2018), “Striving to Be Seen: Black Girl Gamers on Twitch”; Ed Nightingale (2019), “Meet t
he Drag Troupe Changing the Face of Online Gaming.” Don’t worry, they’re all easy reads!
While you read, pay attention to:
– How does identity relate to Twitch? How are streamers’ experiences shaped by their identities?
– How do the technical elements of the Twitch platform affect diversity (in good and bad ways)?
Step 4. Watch We Live in Public (2009). The video has been uploaded to a Google Drive folder by the
Film and Media Studies Department. While you watch, pay attention to:
–
How could the early forms of internet streaming and surveillance media art described in the film
be considered precursors to contemporary live streaming?
What new questions does the film raise for you when you think about live streaming?
Content warnings: This week’s screening includes some scenes students may wish to skip.
Between minutes 35:00 and 37:00 there is imagery suggestive of sexual acts. At minutes 40:00
and 45:00 there are discussions of mental health crises. At approximately 1:00:00 (the one hour
mark) there is a scene of sexual aggression.
Step 5. Watch the “Week 5 Lecture” video from Prof. Ruberg.
Step 6. Write and submit your weekly reflection (due Saturday, May 2 by 11:59 pm). This should be an
original piece of writing, 500 to 700 words in length. Please write in full sentences.
–
Prompt: Pick one of the following four keywords: self-expression, community, discrimination,
or labor (labor = forms of work). Write 3 short paragraphs explaining how this concept appears in
each of the 3 articles you read for this week (listed in step 3 above) – one article per paragraph.
Pay attention to how this theme plays out in ways that are related yet different in each article; be
sure your paragraphs don’t all make the same points. Highlight connections you see between the
articles but also explore contradictions. Use specific details from the articles, including brief direct
quotes, as evidence to support your claims.
Step 9. Read and respond to one of your peers’ reflections (due Monday, May 4 by 2:00 pm). Each
response should be 100 – 200 words in length. Consider commenting on the following:
–
What points did your peer make that you hadn’t thought of? What makes them interesting?
Is there something in your peer’s response you disagree with? Be respectful and constructive.
Does your peer’s response make you think of any new topics that connect to the course material?
Link of Introduction video?
https://drive.google.com/file/d/1EJMT10bkO2AynPJe–XxFsAtgrgl6T8v/view?usp=sharing
Link of lecture video:
https://drive.google.com/file/d/1tsLRI5XB9lfC99XhqKwI0iU6wqYTjwB2/view?usp=sharing
Link of “we live in public”
https://drive.google.com/file/d/1xqmVOiJBefiEmL_wNA3Jm4XhMrgPlYSw/view?usp=sharing
Peer’s reflections?
Jingwen Zhou
Community as a social theme is defined as a group of people who share common
interests, values, traditions, and attitudes that determine how they interact, sometimes in
a village, same neighborhood, or virtual spaces. This reflection aims at explaining how the
theme of community is displayed throughout the articles while highlighting the connection
and points of departure between the articles.
In the article “Play it your way: how Twitch lets disabled gamers earn a living
online,” community theme runs all through the article. Coming from a bad moment of job
loss due to unfailing epileptic condition, Mackenzie found her dignity back and a sense of
belonging from an online gaming community. The Twitch community, a gaming platform
meant for both the hearing and the impaired group of gamers who spend their time
streaming and playing games of their liking (Parkin, 2015). As an epileptic young lady,
Mackenzie struggled to adjust to the socio-economic conditions always at the mercy of
strangers. However, as she learns to play live Stream the games, Mackenzie started to
build an honest community of online gamers and viewers who she openly has
conversations with, including her health condition. As remarked by another Twitch
streamer Stacey Rebecca, “Twitch gives me that feeling of being less isolated” (Parkin,
2015). Similarly, just like virtual communities, Twitch has accorded Mackenzie and her
friends a platform to reach a more extensive section of the society, teaching them about
the different health conditions, while bringing hope to a part of the disabled community.
Therefore, the article mirrors the other articles by giving the minority groups a voice in
society.
Similarly, In the article “Striving to be seen: Black Girl Gamers on Twitch,” the
theme of community is promoted by Lopez, a black girl who has enjoyed gaming since
her childhood (Conditt, 2018). The challenges of discrimination in the gaming scene
stirred in her the desire to form a group of likeminded black girls. To this effect, Lopez
formed an online group, Black Girls Gaming, to promote the interests of the minority
blacks in the gaming industry. Additionally, through Twitch, the Black Girls Gaming group
under the leadership of Lopez, have continued to change the negative perceptions of the
game developers, players, and viewers, turning the negative trolls and comments into a
discussion platform to sensitize the wider population (Conditt, 2018). Therefore, the
articles, despite the different backgrounds of the characters, provide a practical guide on
how to form and maintain virtual communities owing to the large following of Black Girls
Gaming on Facebook, Twitter, and Instagram.
Moreover, the theme of community is presented in the article “Meet the drag troupe
changing the face of online gaming,” which describes the lives of the LGBT streamers.
Being a minority group among the cisgender players, LGBTQ streamers are trolled,
sometimes facing life-threatening encounters and attacks (Nightingale, 2019). However,
as narrated by Elixa, streaming for these minority groups is all about passion and social
drive to share the love. Elixa and her community of friends under the umbrella of Stream
Queens are able to demystify the notions propagated by the dominant male white gamers
who do not embrace competition from groups of streamers with different cultural
orientations. Additionally, through the article, a community is formed and expanded
across borders bringing together groups from different regions who share the same
aspiration. For Instance, the Eevolicious Queen from Portugal remarked that “we’ve
grown into good friends. We actually give advice to each other” (Nightingale, 2019). An
affirmation to the definition of community, which is a group of people sharing the same
attitudes and a sense of belonging. Therefore, this article, just like the other two, offers
the intrigues that hold a community together, such as open and honest communication
devoid of hatred.
References
Conditt, J. (2018). Striving to be seen: Black Girl Gamers on Twitch
Nightingale, E. (2019). Meet the drag troupe changing the face of online gaming
Parkin, S. (2015). Play it your way: how Twitch lets disabled gamers earn a living online

Purchase answer to see full
attachment