Memes in a Digital World: Reconciling with a Conceptual Troublemaker

This paper re‐examines the concept of “meme” in the context of digital culture. Defined as cultural units that spread from person to person, memes were debated long before the digital era. Yet the Internet turned the spread of memes into a highly visible practice, and the term has become an integral part of the netizen vernacular. After evaluating the promises and pitfalls of memes for understanding digital culture, I address the problem of defining memes by charting a communication‐oriented typology of 3 memetic dimensions: content, form, and stance. To illustrate the utility of the typology, I apply it to analyze the video meme “Leave Britney Alone.” Finally, I chart possible paths for further meme‐oriented analysis of digital content.     

The impact of engagement with social networking sites (SNSs) on cognitive skills

The aim of the present study was to investigate the effect of social networking sites (SNSs) engagement on cognitive and social skills. We investigated the use of Facebook, Twitter, and YouTube in a group of young adults and tested their working memory, attentional skills, and reported levels of social connectedness. Results showed that certain activities in Facebook (such as checking friends’ status updates) and YouTube (telling a friend to watch a video) predicted working memory test performance. The findings also indicated that Active and Passive SNS users had qualitatively different profiles of attentional control. The Active SNS users were more accurate and had fewer misses of the target stimuli in the first block of trials. They also did not discriminate their attentional resources exclusively to the target stimuli and were less likely to ignore distractor stimuli. Their engagement with SNS appeared to be exploratory and they assigned similar weight to incoming streams of information. With respect to social connectedness, participants’ self-reports were significantly related to Facebook use, but not Twitter or YouTube use, possibly as the result of greater opportunity to share personal content in the former SNS.     

Political YouTube Channel Reputation (PYCR): Development and validation of a multidimensional scale

Although YouTube is driving change in the news and information environment and earning a reputation as an alternative media, there is a lack of research examining what determines people’s reputational judgments on YouTube’s political channels. Based on in-depth interviews with 32 experts and empirical findings from 380 adults, this research identified factors that impact YouTube users’ reputation perception of political channels and developed a scale. The results showed that the Political YouTube Channel Reputation (PYCR) scale comprises four distinctive dimensions: news credibility, political ideology, user-oriented communication, and quality management. The reliability and validity of the scale were assessed, using exploratory and confirmatory analyses and construct validity. The PYCR scale has a variety of potential applications for users, political influencers, and YouTube, and it can serve as a theoretical framework for future empirical research in this novel and emerging area.     

移动网络YouTube视频码率及分辨率识别方法

YouTube作为世界最大的视频网站,在网络流量中的占比日益增加。大量的视频流量给互联网服务提供商带来了巨大的挑战。随着YouTube全站采用HTTPS加密,如何从HTTPS加密流量中获取视频QoE评估信息至关重要。在分析了YouTube App在Android和IOS平台上所采用的流媒体传输模式的基础上,提出了C4.5决策树与[K]-means聚类相结合的方法对视频片段进行分辨率识别。实验结果证明该方法能够准确地识别视频播放过程中每个视频片段的播放码率及分辨率。     

Social media and student learning behavior: Plugging into mainstream music offers dynamic ways to learn English

The purpose of this study demonstrates how social media enables mainstream English songs to be extended into the classroom as teaching material for learning English as a second language. Students thrive under such fun conditions and enjoyable activities, improving their listening skills and bettering their control of the English language by learning common, everyday phrases most useful for modern day English communication. The teaching procedure, approach and course of events during the learning activity is described. Researchers such as Berk (2009) emphasize the use of video clips from TV movies, YouTube, and mtvU in the classroom as a systematic teaching tool to improve learning in college courses. Similarly, this paper would like to advance the idea that learning English mainstream songs can be a ubiquitous form of learning since the involvement of technology is omnipresent, and the ease of implementing it into the classroom is readily attainable.     

Serving,Owning, Authoring

Service provider or creative – which is the architect's primary role? And what legal, economic and ethical implications does each aspect carry? Architect and theorist David Ruy examines evolving business models in the architectural profession, from forays into property management to a focus on intellectual property rights, and considers the complexities of copyright law in the digital era.     

Uploaders' definition of the networked public on YouTube and their feedback preferences: a multi-method approach

Since its launch in 2005, video-sharing service YouTube has become one of the most popular Web 2.0 platforms with a daily increment of over 150,000 videos. Still, despite the large research body on the platform, it remains unclear for whom ordinary YouTube users upload their videos. A first qualitative study indicates that uploaders distinguish three types within YouTube's networked public. First, videos are uploaded for a select group of people with whom the uploader shares an offline bond (offline-identified public). Second, uploaders define part of their potential viewers as people with whom they are unfamiliar, but with whom they share a similar interest, opinion or practice (online-identified public). Third, uploaders also take into account the YouTube platform as a whole (online-unidentified public). A second, quantitative study of 450 recent uploaders validates these findings and tests the proposed associations with the importance that is attributed to receiving different types of feedback. As hypothesised, the expectancy of an offline-identified public positively predicts both offline and online off-platform feedback, while expecting an online-identified public positively predicts both on- and off-platform online feedback. However, the expectancy of an online-unidentified public yields a negative prediction for on-platform feedback.     

基于DPDK的包级别ICN视频传输

针对信息中心网络(Information-Centric Networks,ICN)的视频传输应用,仅仅靠天然的网络缓存来支撑视频的高效传输是远远不够的.为此,提出一种基于包级别缓存的视频传输策略来卸载传输的流量.引入数据平面开发套件(Data Plane Development Kit,DPDK)来保障视频的有效传输...