CRIS RYAN LINO

DIVIDE


(http://www.bridgethedigitaldivide.com/digital_divide.htm?sysrc=chkpt#)


The Digital Divide
The world is undergoing an Information Communications Technology (ICT) revolution, a revolution that has enormous social and economic implications for the developed and less developed countries of the world. A gigantic gulf already exists between the industrialised and developing countries in terms of access to ICTs (this includes radio, computers, TV and mobile phones).

In Asia only 4 in every 1,000 people have a PC compared to 585 per 1,000 in the US.
It is this disparity between the `technology-rich' and `technology-poor', or `have-not's', that is commonly referred to as the international digital divide. Industrialised countries are home to 88% of all internet users, yet make up only 15% of the world's population. Unsurprisingly, PC ownership levels differ dramatically between developed and developing nations. For example, in South Asia only 4 persons per 1,000 own a PC compared to the 585 per 1,000 in the US.
Why is CNET Networks helping to Bridge the Divide?
Here in the developed world, many of us take for granted the use of ICT in our everyday and work life. We can sometimes forget what a difference ICT has made to our lives, how our everyday use of email is now the norm or how valuable the internet is as a source of information, communication, education, news and entertainment. Widespread poverty across the developing world has complex and multiple reasons; the lack of access to information that is essential to the lives of the poor is one such reason. Poor access to education and knowledge is another; this is particularly acute for girls and women.

ICT is not a panacea, but as a tool, it can make a real difference
Bridging the digital divide may seem like a low priority when many in the developing world struggle with access to clean water and healthcare. ICT is not a panacea, but as a tool, it can make a real difference. Access to ICT means that not-for-profits in less developed countries are able to share information and raise awareness to combat poverty and injustice. This means increased organisational efficiency and an increased ability to collate and disseminate vital information swiftly and cost-effectively.
There are a number of ways that you can become involved in bridging the digital divide. Click here to find out how.

What is being done?
Multiple initiatives have been, and continue to be, implemented across the world to address the major obstacles to bridging the digital divide.

Brand new PCs are not an option in countries where the average wage is less than $1
For example, many developing countries have poor communications infrastructure, thereby preventing connectivity, particularly in rural areas. The issue of infrastructure is a major issue as this requires global, long-term investment, and support from a variety of sources including governments, private sector, multilateral institutions (United Nations), financial institutions (World Bank) and the civil sector (not-for-profit). There are a number of global initiatives, such as the UN ICT Task Force and G8 Digital Opportunity Task Force (DOT Force), that are working to address these vital areas.
However, there still remains an issue of accessibility and affordability. The vast majority of schools and not-for-profits in the developing world simply do not have the financial resources to purchase new equipment. For example, brand new PCs are not a viable option for the vast majority of schools and community organisations in countries where the average daily wage is $1.

The vast majority of schools and not-for-profits in the developing world simply do not have the financial resources to purchase new equipment
Computer Aid International provides an innovative solution to this major problem by sourcing unwanted PCs from corporates in industralised countries for productive re-use by schools and not-for-profits in developing countries. Computer Aid International ensures that the PCs it sends overseas are fully tested and refurbished. Where possible Computer Aid International works with local partners to distribute computers in volume to schools and community organisations. By working with local distribution partners, Computer Aid International is helping them to provide affordable computers and on-going technical support. However, in order to continue the work that Computer Aid International is doing, they need your help.





DIGITAL ADDICTION

(http://www.bustle.com/articles/76764-fighting-your-addiction-to-technology-these-4-factors-might-be-messing-with-your-digital-detox)

Fighting Your Addiction To Technology? These 4 Factors Might Be Messing With Your Digital Detox

Given our increasing addiction to technology in our daily lives — from checking our smartphones every few minutes, even though we know it can lead to health problems like "text neck," to reading our tablets late at night after we've been warned that doing so can damage our sleep patterns — it's no surprise that enjoying a day of unplugging or two has become an increasingly popular health trend. Doing a "digital detox"— that is, taking a break from technology for a certain period of time — is sold as a chance to relax and check out from the stresses that constant digital connection can bring. But it turns out that not everybody reaps the same emotional benefits from unplugging — and for some personality types, unplugging can be downright depressing or anxiety-inducing.

Dropping off the grid for a few days has become our idea of modern decadence — that's why camps and retreats that encourage both adults and teenagers to focus on life beyond technology now exist across the Americas, and numerous luxury travel retreats boast "being technology free" (meaning: no wifi, no phone reception) as a selling point. However, recent research has revealed that unplugging isn't actually the same experience for everybody. Whether you actually benefit from your digital detox hinges on a host of factors, including how extroverted you are, and your mood stability. So while some folks trumpet the digital detox as a cure-all for all the problems of the modern world, for some of us, it can create new problems. Read on and discover the four personality qualities that might make taking a digital vacation the wrong choice for you.

1. You Have An Addictive Personality

Technology is addictive. While experts disagree on whether it can be officially classified as a serious addiction in the vein of an alcohol or gambling addiction, they're all in agreement that it can be the source of a serious psychological fixation. And a dangerously acceptable one: a study by the mobile company Nokia found that the average person checks their phone once every 6.5 minutes, so folks who are pathologically obsessed with their devices don't stand out too much from the rest of us.

Since technology can be a real addiction, if you're prone to addictive behavior, unplugging not be the relaxing day in the park for you that it is for others. Addicts become hooked on the dopamine rush in the brain's reward center whenever they engage in their addictive behavior; so going digital cold turkey might remove that dopamine rush and send the tech addict spiraling into depression, or, worse, seeking new sources of dopamine rush. Even if you want to break your tech addiction, a slow decrease in use, rather than a full digital detox, may be a more effective approach.

2. You're Extroverted

A study in the June 2015 edition of Personality And Individual Differences surveyed 346 American college students in order to see what kind of personality type is most vulnerable to smartphone addiction. The study was based on the 3M Hierarchical Model of Personality — a theory which basically says that our personalities influence how we consume products. The results were both slightly alarming and pretty intuitive.

If you're an introvert, you might find is easy to switch off: the study found a very negative relationship between introversion and smartphone addiction. But extroverts, who tend to get bored easily and crave a lot of social time — "to be under-aroused and likely to seek out stimulation," in the words of the study — are more likely to be chained to their smartphones.

So, while digital detoxes may prove helpful to those who need alone time to recharge, if you text your friends 400 times a day because you need social connection, you're going to find it difficult (and possibly lonely) to switch off for the day.

3. You're Moody Or Emotionally Vulnerable

The study mentioned above also found a few other personality characteristics that correlated to heavy smartphone attachment. It turns out that "a person who is moody and temperamental may be more likely to be addicted to their cell phone than more stable individuals." This is because tweeting, Facebooking and texting might be "an attempt at mood repair" — i.e. to make you feel better through social approval and connection. This backs up the results of a study from 2007 which found that "disagreeable" people (which is actually a technical term for people who find it difficult to be socially harmonious all the time) are more prone to being mobile phone addicts. Funnily enough, it may be the people who like other people the least who find it the most difficult to unplug from others for a day.

4. You're Impulsive

How do impulsiveness and addiction connect? It's kind of a chicken-and-egg problem: addiction looks on the surface like it's all about suffering from impulse control issues, but some experts think it's actually the opposite — impulsive behavior is immediate, whereas addiction is also about long-term planning. But either way, studies have shown that if you have a more impulsive personality, you're more likely to be seriously attached to your phone and other technology.

A 2012 study showed that impulsiveness — i.e. following through with a thought or desire immediately, without really considering the consequences — is heavily correlated with high smartphone use. Another 2012 paper showed that people seeking treatment for internet addiction had the same low level of impulse control as people being treated for gambling problems.

Why do impulsive people feel so attached to today's technology ? Possibly because the sheer diversity of stuff instantly available through our devices — Farmville, Instagram, Facebook, eBay — can satisfy every whim immediately. Want to buy a dress, get a reward in a game, arrange a vacation, or look at dogs dressed as pineapples? It's at your fingertips. And for truly impulsive individuals, having so many instant distractions available on their phones might keep them from making real-world impulsive decisions that sometimes come with negative consequences.

So the next time that somebody asks you to join them in a day of digital detoxing and tells you that it's good for everyone, just say "I can't. I'm a moody, emotionally vulnerable, impulsive extrovert, so science says I wouldn't actually find it helpful or relaxing. Also I haven't got to the next level of Candy Crush yet."

BULLYING

(http://mediasmarts.ca/digital-media-literacy/digital-issues/cyberbulling/strategies-fighting-cyberbullying)

Strategies for Fighting Cyberbullying

Cyberbullying, Digital Citizenship, Internet & Mobile

Cyberbullying is everyone’s business and the best response is a pro-active or preventative one. From the outset, we can reduce the risks associated with Internet use if we engage in an open discussion with our children about their online activities and set up rules that will grow along with them.

Both schools and homes should create an online agreement or contract for computer use, with input from students or children. Make sure your agreement contains clear rules about ethical online behaviour.  Research has shown that bullying rates drop when kids know that it is against the rules and how to report it. [1]

With younger children who visit games sites, rules should deal with online interaction: never provide personal information and don’t share passwords with friends.

For teenagers, online social activity is intense. This is the time to discuss the nature of your teen’s online interaction and, more specifically, his or her responsible use of the Internet. Sexting can easily lead to cyberbullying, particularly if the relationship sours.

 

Whether your child is a tween or a teen, talk to them about responsible Internet use:

Teach them to never post or say anything on the Internet that they wouldn’t want the whole world – including you – to read.

Talk to them about reaching out to an adult at the first sign of a threat. Don’t take for granted that your child will: only 8 per cent of teens who have been bullied online have told their parents. [2]

Chill! Kids refuse to confide in their parents because they fear that once they find out about the cyberbullying, they will take away their Internet or cell phone. [3]

Teach your children that what goes on online is everyone’s business. Let them know that action must be taken when faced with cyberbullying. Not reporting it is tantamount to approving it.

Encourage kids to speak out against bullying when they encounter it. Popular sites like Facebook and YouTube provide tools to report inappropriate content, and the “comments” features associated with individual pages can provide opportunities for witnesses to speak out.

Take action if a child is being bullied online:

Watch out for signs that a child is being bullied online – a reluctance to use the computer or go to school may be an indication.

Report online bullying to your Internet or cell phone service provider. Most companies have Acceptable Use Policies (AUPs) that clearly define privileges and guidelines for those using their services, and the actions that can be taken if those guidelines are violated. They should be able to respond to reports of cyberbullying over their networks, or help you track down the appropriate service provider to respond to.

Report incidents of online harassment and physical threats to your local police. Some forms of online bullying are considered criminal acts. For example: under the Criminal Code of Canada, it is a crime to communicate repeatedly with someone if your communication causes them to fear for their own safety or the safety of others.

We also need to teach kids how to react to an online bully:

Stop: leave the area or stop the activity (i.e. chat room, online game, instant messaging, social networking site, etc.).

Block the sender’s messages. Never reply to harassing messages.

Talk to an adult. If the bullying includes physical threats, tell the police as well.

Save any harassing messages and forward them to your Internet Service Provider (i.e. Hotmail or Gmail). Most service providers have Appropriate Use Policies that restrict users from harassing others over the Internet – and that includes kids!

Finally, in order to fight cyberbullying effectively we need to make an effort to change the culture in which it happens. Both at school and at home, we can help kids understand that what may seem like “just a joke” may have a powerful effect on someone else. It’s also important to teach kids that cyberbullying may be less common than they think it is: youth often overestimate how common bullying actually is, even though most report their own experiences as being positive. [4] This is significant because research indicates that when youth believe that bullying behaviour is the norm, they are more likely to exhibit and tolerate this sort of behaviour – and that when youth are made aware of how uncommon bullying actually is, bullying rates drop. [5]

Schools have started to become more proactive about confronting bullying, but too often these efforts fall into stereotypes, emphasize unrealistic worst-case scenarios, and are presented as one-time-only interventions. [Youth participants in MediaSmarts’s study Young Canadians in a Wired World repeatedly said that they had experienced anti-cyberbullying programs – usually one-time assemblies – that not only failed to resonate with them but made them take the issue less seriously. They were also often reluctant to report bullying because they felt that teachers were likely to escalate a situation into more than what it was, possibly as a result of teachers being bound by zero-tolerance policies. [6]

Effective intervention programs, on the other hand, have a number of characteristics in common: they include the whole school; they provide support both for targets and perpetrators after an incident; and they work at multiple levels – in the classroom, school-wide, and in connection with parents and the surrounding community. [7] By teaching young people to make wise online decisions and to use technology ethically and responsibly; by helping adolescents to think before they act when they are communicating online; and by supporting them in becoming active citizens in creating the online communities we all would like to live in, we can empower youth to speak out and challenge bullying behaviour – wherever it is encountered.

PROMOTE ETHICAL USE OF MEDIA AND INFORMATION

(http://mediasmarts.ca/tipsheet/promoting-ethical-online-behaviours-your-kids)

Most kids live as much of their lives online as they do offline. But on the Internet there are lots of moral and ethical choices that don’t have to be made offline. These tips lay out ways you can help your children develop a moral compass to guide them through those choices.

The foundation for helping kids to behave ethically is to teach them to respect themselves and other people. Online, this mostly falls into three categories:  respect people’s privacy, respect people’s feelings and respect people’s property.

Respect People’s Privacy

Because nearly all of the services and platforms young people use are networked, every time a friend posts something they have to decide if – and how – to share it. Unfortunately, they often ignore the ethical issues of this choice, expecting others to tell them if they don’t want something to be shared.

Teach kids to:

Consider other people in photos or videos they are posting or sharing:

Do I have their permission? 

How will they feel if I post this?

Is there anything they’d be worried about?

Think about what might happen if something that they post or share gets sent to people they didn’t expect:

How will the people in this photo or video feel if their parents see it? Their teachers? Their friends, girlfriends or boyfriends?

Parents can also model good habits by thinking about their children’s privacy before posting videos, photos or other personal things about their kids. Having clear and consistent family rules about respecting privacy is a great first step in helping kids to make good choices.

Respect People’s Feelings

Sometimes it can be hard to remember that the people we communicate with online are real people who have feelings. This is because we don’t see or hear many of the things that trigger empathy in us, like a person’s tone of voice, body language or facial expression.

To help kids better understand and respond to bullying, teach them:

pranks all the way to posting threatening or hateful comments) and the ways that trolling can be hurtful. Talking about this from an early age will help kids und· How some online spaces, especially ones that are popular with boys, encourage trolling (annoying people on purpose to get a response, which can include annoying erstand what is – and isn’t – acceptable online behaviour.

How to react appropriately to online drama (flare-ups with peers). This includes learning skills to mediate between friends to prevent situations from spiraling out of control as well as strategies that can be used to avoid drama themselves. This includes taking time to “cool down” before posting a reply, assuming the best about other people and not automatically thinking that comments are meant to be mean and talking face-to-face to make sure you haven’t misunderstood an online conversation.

Signs of an unhealthy relationship, like jealousy, possessiveness and constantly wanting to keep tabs on someone. As well, pay attention to what your kids are watching, playing and listening to and be ready to talk about how romantic relationships are depicted.

Strategies for when they witness any kind of bullying. Confronting bullies publicly can be effective, but there are also times when a private conversation might be better, especially between friends. Remind your kids not to automatically take sides just to defend their friends; this can turn drama into harassment. Instead, suggest they mediate between the participants.

What is and isn’t acceptable online behaviour. Having clear and consistent family rules is a great way of communicating to your kids how you expect them to treat other people online.

What to do if they are targets of bullying. Make sure your kids know you will support them if they come to you. Find out what their school’s policies and procedures are for reporting bullying and make sure your kids know these as well.

Respect People’s Property

One of the most common ethical decisions kids face online has to do with how they access and use things like music, games and videos. So much stuff is easily available online that it’s hard to resist “putting your hand in the cookie jar,” especially since we’re not reminded – as we would be if we were to sneak into a movie or steal a video game from a store – that people are hurt by what we do. There’s also lots of confusion, among both kids and adults, about what’s permitted and what’s not; while some things are clearly unethical (like illegally downloading movies), many common activities (like watching movie clips on YouTube and similar sites) are less clear.

We need to teach kids to think about whether they’re watching, listening to and playing things online in a way that shows respect for the people who made it and own it:

Teach kids that just because something’s online doesn’t mean you can take it and use it. For things you are allowed to use, always give credit to the person or company who owns the copyright.

Correct the idea that any use is okay as long as the author is given credit. While it’s important to do this, kids need to know that crediting the author may not always be enough.

Remind kids that when an artist creates a work, they own it and they deserve to control what happens to it. They may choose to give it away, but if they want to charge for it that’s their right. Given all the stuff that’s freely available online, if something isn’t free it’s because the person who made it expects to get paid.

Kids may think that cheating a media company is not the same as cheating a person, so we need to explain that selling and licensing copyright is an important part of how artists make a living. If companies stop doing this because they aren’t making profits, it’s the artists who suffer. (Not to mention the hundreds of thousands of Canadians working in jobs that are supported by the film, television, video game and music industries.)

Address the idea many youth buy into that “copying isn’t stealing”. One way to help kids think through this is to help them understand that when they pay to access music, games and videos, they’re not really paying for a product but for a licence to access and enjoy that product.

Show them where and when they can use music, games and videos legally and for free. (MediaSmarts’ tip sheet “Getting the Goods Ethically” explains how this can be done.)

Explain that plagiarism is not a victimless crime; the victims are the students themselves who miss out on a learning experience, the other students in the class who didn’t cheat and the author of the material that’s being copied.

Reinforce the idea that plagiarism of any kind is disrespectful by putting your kids in the shoes of artists and other copyright owners (for example: “Remember how you sold your drawings at the school craft fair? What if someone took a picture you drew, copied it and started selling it? How would that make you feel? Is it fair?”).

Set clear and consistent family rules on using and accessing online content and using Internet materials for school work.

OPPORTUNITIES AND CHALLENGES OF MEDIA AND INFORMATION

(https://web.facebook.com/notes/european-youth-forum/opportunities-and-challenges-of-new-media-a-youth-perspective/91851842562/?_rdr)

Opportunities and challenges of New Media: a youth perspective

June 2, 2009 at 1:27am

Ministers and representatives from the 47 Council of Europe Member States met this week in Reykjavik, Iceland with the objectives of doing a complete radiography of the present of the media and to discuss and design how is the Information Society they want for the future.

Following an invitation from the Council of Europe’s Directorate General of Human Rights and Legal Affairs the European Youth Forum (YFJ) organized a Youth Event prior to the 1st Conference of Ministers responsible for Media and New Communication Services. This was an incredible opportunity and an exceptional occasion for young people to take part in the decision-making process regarding European policies in the field of media.

World Wide Web, digital radio and TV, Facebook, bloggers… The daily vocabulary of nowadays society has changed a lot in the last 10 years. Young people have integrated this new realities and tools in their life, studies, jobs, education. Surely, there is a great number of possibilities to discover but also uncertain borders amongst the freedom of expression and the privacy. Moreover, a big effort is still to be done in order to extend the use of new technologies to the whole society, reducing the possible discriminations created by new media technologies.

After discussing with representatives of the Council of Europe, media experts and different stakeholders, the participants of the youth event were ready to present their recommendations that were presented to the Plenary Session of the Ministerial Conference by Tine Radinja, President of the European Youth Forum.

The young participants stressed the need for equal possibilities to access communications technologies and services both as users and as creators. It is important that access is guaranteed as a fundamental right, regardless of origin, geographical location, gender, religious, social and cultural background, abilities, economic possibilities, political views or any other criteria.

Both creators and users need to know that in times of diversified information sources trust in the media is neither a matter of format nor of technology. It is a matter of the quality of content that must be based on accurate and verifiable facts clearly differentiated from personal opinion. In this sense, respect and responsibility based on the fundamental individual and human rights are required both from the content creators and the users. With the common efforts through formal and non-formal education, such issues can be addressed in a way to help young people become aware of their rights as well as responsibilities in the world of new media.

Young people in Europe today are mostly literate, but are they also media literate? Do they know how to face the new media and communication tools with sufficient critical thinking, do they know what the opportunities and risks are related with their use? Media literacy should be mainstreamed at all levels of formal education to raise awareness and knowledge about the rights, responsibilities, opportunities and risks related to the use of new communications technologies and services. To help achieve these objectives the Council of Europe Member States must introduce theoretical knowledge and active media skills in their educational curricula. Moreover, youth organisations can help to enhance media literacy among young people through non-formal education. Their role should be further recognised and promoted.

Other challenges are to be faced by policy-makers. Firstly, copyright policy is one of the policies coming along with new media: sharing all intellectual and creative goods is one of huge advantages of the Internet. But as well as it is almost impossible to adapt offline copyrights to the online content, there is the need to remunerate intellectual and creative work. New, suitable ways such as Creative Commons or a cultural flat rate that combine both have to be developed with both users and producers.

Secondly, user security needs to be guaranteed by securing that personal information and user history online are not the property of anyone else but the user him/herself. Common standards should therefore be developed regarding privacy settings and personal data protection. Because what we want to prevent is that young people can use the new media, but that they do not get abused in the process. The establishment of common international standards will be advocated for, which should regulate the new media in respect of the protection of each individual’s human rights, while keeping the universal access to freedom of expression.

This is just the first step for the European Youth Forum in the field of media policy. This opportunity shows a concrete sign of willingness from the Council of Europe to listen to what young generations have to say and allows young Europeans to put forward their main concerns and what possible solutions they see to it on matters that affect them directly.

“The role of media has become crucial for the work of youth organisations as a tool to enhance access of young people to information and for the development of an active youth participation in democratic processes,” affirms Tine Radinja, “Furthering the work that was started here in Reykjavik, youth organisations will be happy to share best practices on how to define and use the new media to be able to use the best tools to reach our goals of equal participation and inclusion as citizens.”

Javier Ortega Santos, representative of CJE (Spanish Youth Council) to the YFJ Youth Event

The European Youth Forum (YFJ) is a independent, democratic, youth-led platform made up of 99 National Youth Councils and international youth NGOs from across Europe, that works to empower young people to participate actively in society to improve their own lives, by representing and advocating their needs and interests and those of their organisations towards the European Union, the Council of Europe and the United Nations. For more information, visit www.youthforum.org