With rapid technological advancement, the prevalence and undesirable effects of excess screen time on children have become a mounting issue worldwide. There are many studies investigating the phenomenon's impact on society (e.g., behavioral, academic, health), but studies that uncover the causes and factors that increase the odds of children's excess screen time are limited. To this end, this study introduces the term ''e-discipline'' to refer to systematic practices that use screen devices as discipline tools. As such, the aim of this study is to investigate the association between e-discipline and children's screen time by gender. Analysis was performed on 3,141 children aged 7-11 years old. Bivariate logistic regression models were used to calculate the odds of exceeding the American Academy of Pediatrics guidelines of 2 hours of screen time per day by boys and girls whose parents practice e-discipline. The results showed that children whose parents used screen devices as discipline tools had significantly more screen time compared to children whose parents did not. Furthermore, no statistically significant gender differences were found in the odds of exceeding the recommended screen time under e-discipline. Recommendations stemming from all the results are discussed.

The web continues to grow at a phenomenal rate, and the amount of information on the web is overwhelming. Finding the relevant information remains a big challenge. Due to its wide distribution, its openness and high dynamics, the web is a complex system, for which we have to imagine mechanisms of content maintaining, filtering and organizing that are able to deal with its evolving dynamics and distribution. Integrating mechanisms of self-organization of the web content is an attractive perspective, to match with these requirements. Self-organized complex systems can be programmed using situated multi-agent systems with a coupling between the agents' social organization and spatial organization. This paper explores the web from a complex adaptive system (CAS) perspective. It reviews some characteristic behaviors of CASs and shows how the web exhibits similar behaviors. We propose a model and a prototype of a system that addresses the dynamic web content organization, adopting the CAS vision and using the multi-agent paradigm.

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KEYWORDSMulti-agent systems, collaborative tagging systems, social learning.