Ok, so time for my summary/impressions of New Communications Technologies!
What did I like about it:
I liked that, despite my initial thoughts, the subject was not for people who already know a lot about technology. I knew pretty much nothing about it at the start of the course, but it didn't matter because everything was explained, and even if it was hard to understand, all I had to do was ask my tutor or someone else and it was explained in an understandable way. I also really liked the freedom of choice of the essay topic. When I first learnt we had to do the essay, I was really worried about it. But since there was such a broad range of areas to focus on, I was able to find a topic that genuinely interested me, so doing the assignment was actually a really interesting and even educational experience! I also liked that the blog tasks where we had to use word and excel were directed by simple instructions, but not so simple that I didn't constantly need help! But there was always help available! So it was all good. Also, if I sent an email to my tutor with a question, it was always replied to soon after (good netiquette!) which is good because they were about assessments etc, where I didn't want to be kept waiting for a reply. To quickly recieve a reply is way better than not getting one at all, and still being confused about what I have to do!
What I didn't like about the course/what didn't work:
I don't really have many complaints here, but I would have to say that the main thing was that some of the films (most of them) were really confusing. Maybe it was just to me, but from watching them I never grasped the concept; I always had to read about them afterwards to understand them. Maybe if they were just generally explained to us first, then we could have watched them and had a better understanding of them. I'm not just saying this because I'm lazy and didn't want to have to spend my time reading about them, it's because if we knew first what was happening in them, then we could see the actual parts of the film in which certain/pivotal moments occured, instead of having to try remember them later. This was especially the case in 'Primer.' I had no idea of any of it while watching it, but when I read about it and it made more sense to me, I couldn't relate all the important parts to when they actually happened in the film.
But having said that, the films during the lectures were good; they explored interesting concepts, and it's good to see 'art house' films like those, instead of big Hollywood ones all the time.
Well that's about it, but overall it was a good course!
Thursday, May 31, 2007
week 12 lecture
Hi!
Week 12's lecture was about 'Free Software, Open Source, Creative Commons, Electronic Frontiers Foundation.' So the gist of free and open source software, including the 'copyleft' concept of having free stuff on the Net, was founded by Richard M Stallman, and it is basically software that anyone can access and share for free. This is a nice change to having to pay for your proprietry software. So everyone can benefit from free and open source software, unlike proprietry software, where only its makers can benefit, and I guess the people who pay loads of money to get it. The creation of this free and open software is obviously hugely beneficial to the many people who use the internet, as outlined by Adam in the lecture as being anyone who has a blog, so anyone in this course, and anyone who even uses a computer and the internet.
The Creative Commons are people who issue licenses so that we can use them on our blogs and various other things, and use information (sensibly of course) without the prospect of being sued by the mega-rich people who can sue us, and belong to 'big corporations.' This has implications for the whole e-democracy concept-the right to freely generate information, leading to discussion and debate, but not having to worry about legal repurcussions.
The Electronic Frontier Foundation is an organisation dedicated to maintaining freedoms on the Net. As they say; "when our freedoms in the networked world come under attack, the Electronic Frontier Foundation (EFF) is the first line of defense." They are concerned with issues like free speech and internet privacy. The internet privacy thing is relevant for their case against AT & T/US government, who they were suing because it was revealed that AT & T (a company like Telstra, from what I can gather??) are allowing the US government access to private records of their customers. So the work of the EFF is doing important and relevant things for rights over the internet.
That's all for now! See ya!
Week 12's lecture was about 'Free Software, Open Source, Creative Commons, Electronic Frontiers Foundation.' So the gist of free and open source software, including the 'copyleft' concept of having free stuff on the Net, was founded by Richard M Stallman, and it is basically software that anyone can access and share for free. This is a nice change to having to pay for your proprietry software. So everyone can benefit from free and open source software, unlike proprietry software, where only its makers can benefit, and I guess the people who pay loads of money to get it. The creation of this free and open software is obviously hugely beneficial to the many people who use the internet, as outlined by Adam in the lecture as being anyone who has a blog, so anyone in this course, and anyone who even uses a computer and the internet.
The Creative Commons are people who issue licenses so that we can use them on our blogs and various other things, and use information (sensibly of course) without the prospect of being sued by the mega-rich people who can sue us, and belong to 'big corporations.' This has implications for the whole e-democracy concept-the right to freely generate information, leading to discussion and debate, but not having to worry about legal repurcussions.
The Electronic Frontier Foundation is an organisation dedicated to maintaining freedoms on the Net. As they say; "when our freedoms in the networked world come under attack, the Electronic Frontier Foundation (EFF) is the first line of defense." They are concerned with issues like free speech and internet privacy. The internet privacy thing is relevant for their case against AT & T/US government, who they were suing because it was revealed that AT & T (a company like Telstra, from what I can gather??) are allowing the US government access to private records of their customers. So the work of the EFF is doing important and relevant things for rights over the internet.
That's all for now! See ya!
Saturday, May 26, 2007
week 11 lecture on cyberpolitics
Hello!
Cyberpolitics was the topic of week 11's lecture. The digital divide was mentioned; so the fact that not everyone has equal access to computers, especially the internet, and as the lecture notes read, how can everyone be represented in on-line debate? It then said access is easier to gain now through friends, libraries, cheaper costs etc, but what about people living in, say, slums in Africa? I don't think they have access to libraries with internet connection, or friends with net connections etc, which is also refered to in the notes. But then it reminded me of something I read in the text book for this subject. On page 189 it talks about 'digital optimist' Nicholas Negroponte, and his goal of providing every child in Third World Countries access to a laptop computer. It's definitely good that he's doing something to benefit others, but as I read it I just thought, what would those kids do with a laptop? What would they look up on the net if they had access to it?
Anyway, on to Habermas' theory of 'the public sphere.' By this he meant the area of social life and existence where 'public opinion' forms. Also, McLuhan's argument that the electronic media could provide opportunities to people of involvement in the 'public sphere.' I agree with this, because I definitely believe in the power of the media to provide people with facts, knowledge etc that can help people to form opinions. I think it is an incredibly important that the media and communication technologies like the internet, allow people easy access to information. For example, when I'm doing an assignment, I can go onto the Australian Government or Parliament website and get some legitimate info. I also agree with what the lecture notes say about John Fiske's argument-that people come up with their own interpretations of what they read of the media, and, I believe, everything in general. And, what John Hartley said about television communicating to all different people, things happening all over the world. Just turn on the news and that's what you'll see.
The free speech and censorship section was relevant and interesting to me, because it was an issue focused on in my essay. I'm all for democracy and the practising of democracy by the citizens in that I appreciate all the privileges it brings, but I don't think people should be able to put anything they want on the net; somethings should definitely be censored. But of course that's just my opinion and there are a lot who disgaree with it.
Reading about the hackers reminded me of Jason Nelson's lecture, and what was put on his site when hackers got to it. I had always, until now, thought hackers were in fact involved in computer crime-just messing with people's sites abnd putting inappropriate things there etc. But the lecture shows another side of that, and this leads me to ask, are the type of people Jason Nelson was talking about actually not hackers, but crackers? I guess so, because according to The Hacker Ethic, no content can be damaged, they simply want to share the info. But that's not what Jason Nelson's hackers/crackers did...so I guess they were crackers. And the hacker contribution to democracy is significant; especially 'providing access to debates for a multitude of voices that could never be heard through existing mainstream, broadcast media.' Debate is a crucial aspect of democracy, therefore something providing people with a voice is important to the practising of democracy.
I won't lie and say I fully understood Primer because I definitely didn't! I wasn't sure of the actual moment their invention became a time machine. So I was pretty lost. I read some spoilers as we were urged to do because the second half would be ultra confusing without them, but the sites google came up with that I looked at were blog conversations between people who were genuises and knew all this stuff about the issues covered in Primer, so that pretty much just confused me more! But, all the time travel 'possibilites' in the lecture notes were interesting, especially the part that pointed out that computers just expand time, and that experiences could be relived as new and present. It just goes to show how different a computer is to the human brain! Anyway, that's it for this week. 'Til next time!
Cyberpolitics was the topic of week 11's lecture. The digital divide was mentioned; so the fact that not everyone has equal access to computers, especially the internet, and as the lecture notes read, how can everyone be represented in on-line debate? It then said access is easier to gain now through friends, libraries, cheaper costs etc, but what about people living in, say, slums in Africa? I don't think they have access to libraries with internet connection, or friends with net connections etc, which is also refered to in the notes. But then it reminded me of something I read in the text book for this subject. On page 189 it talks about 'digital optimist' Nicholas Negroponte, and his goal of providing every child in Third World Countries access to a laptop computer. It's definitely good that he's doing something to benefit others, but as I read it I just thought, what would those kids do with a laptop? What would they look up on the net if they had access to it?
Anyway, on to Habermas' theory of 'the public sphere.' By this he meant the area of social life and existence where 'public opinion' forms. Also, McLuhan's argument that the electronic media could provide opportunities to people of involvement in the 'public sphere.' I agree with this, because I definitely believe in the power of the media to provide people with facts, knowledge etc that can help people to form opinions. I think it is an incredibly important that the media and communication technologies like the internet, allow people easy access to information. For example, when I'm doing an assignment, I can go onto the Australian Government or Parliament website and get some legitimate info. I also agree with what the lecture notes say about John Fiske's argument-that people come up with their own interpretations of what they read of the media, and, I believe, everything in general. And, what John Hartley said about television communicating to all different people, things happening all over the world. Just turn on the news and that's what you'll see.
The free speech and censorship section was relevant and interesting to me, because it was an issue focused on in my essay. I'm all for democracy and the practising of democracy by the citizens in that I appreciate all the privileges it brings, but I don't think people should be able to put anything they want on the net; somethings should definitely be censored. But of course that's just my opinion and there are a lot who disgaree with it.
Reading about the hackers reminded me of Jason Nelson's lecture, and what was put on his site when hackers got to it. I had always, until now, thought hackers were in fact involved in computer crime-just messing with people's sites abnd putting inappropriate things there etc. But the lecture shows another side of that, and this leads me to ask, are the type of people Jason Nelson was talking about actually not hackers, but crackers? I guess so, because according to The Hacker Ethic, no content can be damaged, they simply want to share the info. But that's not what Jason Nelson's hackers/crackers did...so I guess they were crackers. And the hacker contribution to democracy is significant; especially 'providing access to debates for a multitude of voices that could never be heard through existing mainstream, broadcast media.' Debate is a crucial aspect of democracy, therefore something providing people with a voice is important to the practising of democracy.
I won't lie and say I fully understood Primer because I definitely didn't! I wasn't sure of the actual moment their invention became a time machine. So I was pretty lost. I read some spoilers as we were urged to do because the second half would be ultra confusing without them, but the sites google came up with that I looked at were blog conversations between people who were genuises and knew all this stuff about the issues covered in Primer, so that pretty much just confused me more! But, all the time travel 'possibilites' in the lecture notes were interesting, especially the part that pointed out that computers just expand time, and that experiences could be relived as new and present. It just goes to show how different a computer is to the human brain! Anyway, that's it for this week. 'Til next time!
Sunday, May 20, 2007
I didn't see that I had to do this in week 3!!
Ok, I was just checking all the tute tasks we were meant to do since the start of semester, and I fully saw this task from week 3 that I never saw and therefore haven't done! I don't know if it's too late or anything, but I'll do it anyway. The task was to post a blog about my experiences with communication technologies, so how I use them, and which ones I use.
I use lots of forms of communication technologies; I use the phone often, as well as the computer and the tv. I also go to the cinema as well. However, these aren't all new communication technologies, although they have definitely been updated, which makes them new. But, there are a lot of actual new communication technologies that I use just as frequently.
These include, first and foremost, the mobile phone! I know it seems like such a trivial thing to say that mobiles are so important etc, but honestly, they are great for keeping in touch with everyone you know! The fact that you can just send a message as well is an effective way to catch up with someone and organise something etc, quickly. It's also handy to know that wherever you are, providing you have reception etc, that if you have your phone with you, you can contact people and be contacted. Think of how good they are for if you, or someone else, is going overseas. You can get international roaming put on your phone and stay in touch with everyone at home even when your on the other side of the world.
I also use my ipod. It's so convenient; it's small and can be taken and used just about anywhere. It provides entertainment, and because they are compact, can fit in your pocket or bag easily and hardly take up any room.
The task also asked how long have you been using new communication technologies, and what influenced you to start? Well, I guess I have been using communication technologies since I was basically able to. I've been watching tv since I was little, and been using the computer since, I guess, primary school. And as I have gotten older, the technologies I use and how often I use them and what I use them for have changed greatly. When I was young, I used to use the phone only when I had to. Now, I use my mobile to talk to people whenever I'm bored, or just feel like it. What influenced me to start using communication technologies would have to have been the fact that they offer entertainment. Like I said, it all started with the tv and movies, and I watched them because they were entertaining. I used to chat on msn messenger etc because it was something to do. And now I use the computer mainly for uni purposes, but I still use the phone, tv and my ipod for entertainment reasons.
I use lots of forms of communication technologies; I use the phone often, as well as the computer and the tv. I also go to the cinema as well. However, these aren't all new communication technologies, although they have definitely been updated, which makes them new. But, there are a lot of actual new communication technologies that I use just as frequently.
These include, first and foremost, the mobile phone! I know it seems like such a trivial thing to say that mobiles are so important etc, but honestly, they are great for keeping in touch with everyone you know! The fact that you can just send a message as well is an effective way to catch up with someone and organise something etc, quickly. It's also handy to know that wherever you are, providing you have reception etc, that if you have your phone with you, you can contact people and be contacted. Think of how good they are for if you, or someone else, is going overseas. You can get international roaming put on your phone and stay in touch with everyone at home even when your on the other side of the world.
I also use my ipod. It's so convenient; it's small and can be taken and used just about anywhere. It provides entertainment, and because they are compact, can fit in your pocket or bag easily and hardly take up any room.
The task also asked how long have you been using new communication technologies, and what influenced you to start? Well, I guess I have been using communication technologies since I was basically able to. I've been watching tv since I was little, and been using the computer since, I guess, primary school. And as I have gotten older, the technologies I use and how often I use them and what I use them for have changed greatly. When I was young, I used to use the phone only when I had to. Now, I use my mobile to talk to people whenever I'm bored, or just feel like it. What influenced me to start using communication technologies would have to have been the fact that they offer entertainment. Like I said, it all started with the tv and movies, and I watched them because they were entertaining. I used to chat on msn messenger etc because it was something to do. And now I use the computer mainly for uni purposes, but I still use the phone, tv and my ipod for entertainment reasons.
Thursday, May 17, 2007
lecture 10 on cybertherapy
Week 10's lecture on Cybertherapy was taken by Debra Beattie. She spoke about things like kids helpline, and how they now operate over the internet. Kids can log into kids helpline chatrooms and have internet conversations with counsellors. Debra said that they were fairly controversial and had been subject to criticism. However, I think they are a great idea, and there was plenty of things said in the lecture that proves their success. As the internet is generally a less-personal approach, I think kids, and people in general, would feel so much more comfortable talking in a chat room. That way, they wouldn't be nervous to say things that are harder to say to an actual voice, or if they were worried they would start crying over the phone, that wouldn't be a concern for them on the net. Debra has researched this, and found facts that support why these services are good. For example, the counselled felt safer online and were more likely to stay on the net and talk than the phone. Also, there's a whole lot of things on the net that can be done that can't be done on the phone. Things like e-messages can be sent from the counsellor to the counselled, of affirmations and things like that, so it's not as if they just had one conversation then the counselled is on their own. Debra also introduced the concept of art therapy, where the counselled draw how they feel, which also allows the counsellor to see what the counselled's issue is, sooner than when on the phone. The example was a picture someone had drawn of her and her mum on one side, then her dad alone on the other side. That's pretty insightful and helpful to the counsellor. I think if it helps people, which it obviously does, then it's definitely worth doing.
We also watched a film by Debra called 'The Wrong Crowd,' which I thought was interesting. It had narration throughout it, of the character in it, and it was about Debra's life, I think. It explored themes like police corruption and brutality, and was set in Brisbane from I think the 1950's or so onwards. Anyway, I enjoyed it.
We also watched a film by Debra called 'The Wrong Crowd,' which I thought was interesting. It had narration throughout it, of the character in it, and it was about Debra's life, I think. It explored themes like police corruption and brutality, and was set in Brisbane from I think the 1950's or so onwards. Anyway, I enjoyed it.
Wednesday, May 16, 2007
week 11-excel tute task
I haven't used excel in so long, I vaguely remember doing it in year 10 but still, I have no idea how to use it. We had to work out costs and things for three people. Being as I didn't really understand what excel was for because I had never used it outside of school before, I was pretty confused as to why we were entering these values. Anyway, the first steps were basic and easy, just typing names and amount etc. So that was simple enough. When we progressed onto harder things, it was more confusing. The instructions helped heaps, but sometimes didn't explain little things you had to do, so I would do it slightly wrong and it wouldn't work like the instructions said it should. Those were the main problems I experienced, and the solutions to them were just to get Adam to help me and explain it to me and get help from people around me too.
It wasn't too confusing but because I have no idea about it I'm sure other people would have found it easier than me. I can definitely see how it would be useful, as Adam explained it to me, it saves a lot of time when you're trying to work out finances etc. So although I would have to get a better feel for it, it would be very beneficial to people who know how to use it and who do use it when they are doing spreadsheets etc.
It wasn't too confusing but because I have no idea about it I'm sure other people would have found it easier than me. I can definitely see how it would be useful, as Adam explained it to me, it saves a lot of time when you're trying to work out finances etc. So although I would have to get a better feel for it, it would be very beneficial to people who know how to use it and who do use it when they are doing spreadsheets etc.
Thursday, May 10, 2007
week 9 lecture
Cyberpunk was the topic of week 9's lecture, and during the lecture we were introduced to William Gibson. He sounds complicated, and normally I don't like it when I can't understand things, therefore have to re-read them, which is what you would have to do with his work. But it also sounds like he has some interesting ideas, especially the "merging of organic and mechanical elements in the human body." We saw a steady flow of Keanu Reeves as well. Ha ha, not really, only twice. But anyway, the Matrix came up again as I recall it did weeks ago, to compare it with Alphaville, which I found extremely helpful to me to better understand what Alphaville was all about, not that I really understand either one now, but I'm getting there! The whole cyberpunk thing refered to the utopia and dystopia themes that we've heard of before; they were also brought up in the course of Alphaville. It's strange to me to think that people think of tecnhology as being utopia...as seen in the lecture notes, if you percieve technology as being a utopia, what happens when you are forced to go back to reality; what will you have then? The cities as machines theory is something to think about. All three alternatives (the city is a machine for living, the city is a natural thing created by natural beings and the city is a living being) all have elements of truth to them. I especially agree with the first two-the city is both of these things, but it's funny that all through life I was taught the difference between 'man-made' and 'natural' developments, and here it says that the city is a natural being, even though I would originally have thought of it as un-natural and man made, although really it is both. The Modernism/Post-Modernism section brings up the discussion on freedom of speech, which is a large theme in my essay. The lecture said that new media needs new understandings, and especially political ones. I agree with that after doing my essay, but I'm not all for freedom of speech with new media, even though before this I have always been pro-freedom of speech! So I guess I'm not bringing a needed political understanding yet. Anyway, that's it for this week.
ESSAY: INTERNET CENSORSHIP OF PRO-ANOREXIA AND PRO-BULIMIA WEBSITES
The internet is an increasingly popular form of new communication technology because of the variety and amount of information it provides, and the ease with which it is gained. Due to this, teenagers and anyone else can now access pro-anorexia and pro-bulimia websites; sites that people suffering from these eating disorders can visit to encourage and support each other in their quest for thinness. This is an example of why there is now a need for censorship on the internet; but who should be responsible for this? This essay argues that certain internet sites with inappropriate material like these should be blocked, however that prompts debate over what the implications of internet censorship would mean for freedom of speech and thought.
In Australia, laws have been enforced regarding the issue of internet censorship, in the form of the Broadcasting Services Amendment (Online Services) Bill 1999 (Jackson, James & Tapley 1999). This Bill states that it is the responsibility of the Internet Service Provider, or ISP, (the provider of internet access) and Internet Content Host, or ICH (who host internet content for others without supplying an internet connection). The Bill also notes that content providers are not free from regulation, but that they are dealt with under State and Territory Legislation. This legislation is an admission that there is a need for some form of internet censorship, and that need has been put into practice.
Also decided in the Bill is what is classed as ‘prohibited content’, and should not be available on Australian internet sites. Prohibited content means content that has been classified under the guidelines established with the Commonwealth Classification (Publication, Films and Computer Games) Act 1995 as either R, X or RC. R refers to ‘information deemed likely to be disturbing or harmful to persons under 18 years’, X is ‘non-violent sexually explicit material involving consenting adults’, and RC stands for ‘refused classification’(2006c). These classifications prove that there is material on the internet that should be restricted.
The establishment of this Bill has prompted debate over issues of freedom of speech and freedom of thought. That is, a person’s right to say or write what they want, and the ability to be able to access information and views that will allow a person to form their own opinions. Strauss (1976 p. 23) asserts that without freedom of thought, “the only kind of intellectual independence of which many people are capable is destroyed, and that is the only freedom of thought which is of political importance.” Organisations such as Electronic Frontiers Australia (2006c) have formed because they share a belief in online rights and freedom, and it is certainly arguable that censorship interrupts freedom of speech.
However this causes issues because of the cost, and of the cost to whom, people are prepared to fight for their right to free speech. Electronic Frontiers Australia suggests censoring alternatives such as filtering products (2006c). An example of one of these services is Net Nanny (2007b). Net Nanny is used by parents to monitor what their children are viewing on the internet. It blocks objectionable web content and sends an e-mail to parents if their children try and access objectionable websites. There are other filter services like this, but they create issues of over-generalising. For example, if sites containing the word breast are blocked, information about breast cancer cannot be researched (Culture and Recreation). Whilst internet censorship becomes a complicated matter due to personal freedoms, it is generally recognized that some internet content needs to be blocked, with either filters or by law.
Pro-anorexia websites are not, despite their disturbing and highly controversial features, prevented or censored by the Bill and its Classification Scheme. The problem with these websites is that because the conversations are occurring in a surrounding where everyone is thinking alike, that line of thought and the behaviour that goes with it is normalized. Anna Burke (Federal Member for Chisholm) asked Philip Ruddock (Attorney-General) to review the Classification Scheme in regards to the pro-anorexia websites, but his response was that the scheme “does not prevent the exploration of strong themes or the expression of controversial views (2006d).” However, the R classification seems fitting to apply to these sites, as content that could be harmful to persons under 18 years, but also to people in general.
A pilot study was featured in a European Eating Disorders Review to examine the impacts on young women viewing pro-anorexia websites (Bardone-Cone & Cass 2006). The women completed questionnaires to examine their moods and cognitions before and after viewing these websites. Overall, preliminary data showed that seeing a pro-anorexia website had “negative affective and cognitive effects on young women (Bardone-Cone & Cass 2006).” This does not prove that anyone who views a pro-anorexia website could develop an eating disorder purely due to the content on the website. However, it makes evident that these websites can encourage people to feel negatively about themselves. A body-conscious teenager is particularly susceptible to being negatively affected by this, shown in a study by Cavanaugh and Nemeroff (1999) cited in Peterson (2004, p. 364). It showed that 40% of girls, some as young as six, preferred thinner bodies than their own, and 80% of pre-adolescent and young adolescent girls had dieted before or were currently dieting. This highlights the fragile state of young minds in relation to physical appearance and shows that because anyone who sees one of these websites is at risk of being negatively affected, they should be censored.
The implication of these sites not being classed as prohibited content is that anyone can at any time go on the internet and easily locate a pro-anorexia or pro-bulimia website, read weblogs, messages written by sufferers to other sufferers encouraging their lifestyles and read a list of recommended exercises and low-calorie foods. The website ‘Pro-Ana Nation’(2007c) is an example. Before entering the site, a Microsoft Internet Explorer warning is seen, reading “You must be at least 18 years old to enter this website.” There is no possible way to know if the person who clicked ‘OK’ and was allowed entry into the site was in fact 18. A warning reading that you must be at least 18 years old to view the content of the website reinforces the possibility of the R classification being applied to these sites. However, without any form of restriction in regards to censorship, these sites can be freely viewed and could be causing a number of problems for anyone who views them; another reason why censorship is needed.
Pro-anorexia and pro-bulimia websites should be censored. Although it causes issues for freedom of speech and thought, filter products often do not provide enough advantages to outweigh their disadvantages, and therefore may not cause people to actually purchase them. Censorship with the Classification Scheme is the most effective way to ensure less vulnerable people view these sites. Therefore, pro-anorexia and pro-bulimia websites should be grouped in a restricted website category.
REFERENCES:
List of References
1. Beresin, Eugene V. & Derenne, Jennifer L. (2006a) Body Image, Media, and Eating Disorder http://proquest.umi.com/pqdweb?did=1043848461&sid=2&Fmt=3&clientld=13713&RQT=309&VName=PQD May/June (accessed 26 April 2007)
2. Bardone-Cone, Anna M. & Cass, Kamila M. (2006b) Investigating the Impact of Pro-Anorexia Websites: A Pilot Study http://proquest.umi.com/pqdweb?did=1125238721&sid=3&Fmt=2&clientld=13713&RQT=309&VName=PQD July/August (accessed 26 April 2007)
3. Ernst, Morris Leopold (1964) Censorship: The Search for the Obscene The Macmillan Company, New York
4. Harrison, John & Hirst, Martin (2007a) communication and new media from broadcast to narrowcast Oxford University Press, Victoria
5. How did the Internet start? Internet Development Guide 2. http://www.cultureandrecreation.gov.au/resources/guides/g2/s2.htm (accessed 7 May 2007)
6. Internet Censorship Laws in Australia (2006c) http://www.efa.org.au/Issues/Censor/cens1.html March (accessed 23 April 2007)
7. Jackson, Kim, James, Matthew & Tapley, Mark (1999) Bills Digest No. 179 1998-99 Broadcasting Services Amendment (Online Services) Bill 1999 http://www.aph.gov.au/library/pubs/bd/1998-99/99bd179.htm (accessed 23 April 2007)
8. Need For Action Against Pro-anorexia Websites (2006d) http://www.alp.org.au/media/1206/ms134.php (accessed 23 April 2007)
9. ‘Net Nanny Parental Controls from ContentWatch’ http://www.netnanny.com/ (accessed 7 May 2007)
10. Net Nanny Review 2007 (2007b)http://internet-filter-review.toptenreviews.com/netnanny-review.html (accessed 27 April 2007)
11. Peterson, Candida (2004) Looking Forward through the Lifespan Developmental Psychology 4th Edition Pearson Prentice Hall, Frenchs Forest
12. Pro-Ana Nation (2007c) http://www.pro-ana-nation.com/v1/index.php (accessed 23 April 2007)
13. Strauss, Leo (1976) Persecution and the Art of Wrting Greenwood Press, Connecticut
14. Tribe, David (1973) Questions of Censorship George Allen & Unwin LTD, London
Legislation
1. Broadcasting Services Amendment (Online Services) Bill 1999
2. Commonwealth Classification (Publication, Films and Computer Games) Act 1995
In Australia, laws have been enforced regarding the issue of internet censorship, in the form of the Broadcasting Services Amendment (Online Services) Bill 1999 (Jackson, James & Tapley 1999). This Bill states that it is the responsibility of the Internet Service Provider, or ISP, (the provider of internet access) and Internet Content Host, or ICH (who host internet content for others without supplying an internet connection). The Bill also notes that content providers are not free from regulation, but that they are dealt with under State and Territory Legislation. This legislation is an admission that there is a need for some form of internet censorship, and that need has been put into practice.
Also decided in the Bill is what is classed as ‘prohibited content’, and should not be available on Australian internet sites. Prohibited content means content that has been classified under the guidelines established with the Commonwealth Classification (Publication, Films and Computer Games) Act 1995 as either R, X or RC. R refers to ‘information deemed likely to be disturbing or harmful to persons under 18 years’, X is ‘non-violent sexually explicit material involving consenting adults’, and RC stands for ‘refused classification’(2006c). These classifications prove that there is material on the internet that should be restricted.
The establishment of this Bill has prompted debate over issues of freedom of speech and freedom of thought. That is, a person’s right to say or write what they want, and the ability to be able to access information and views that will allow a person to form their own opinions. Strauss (1976 p. 23) asserts that without freedom of thought, “the only kind of intellectual independence of which many people are capable is destroyed, and that is the only freedom of thought which is of political importance.” Organisations such as Electronic Frontiers Australia (2006c) have formed because they share a belief in online rights and freedom, and it is certainly arguable that censorship interrupts freedom of speech.
However this causes issues because of the cost, and of the cost to whom, people are prepared to fight for their right to free speech. Electronic Frontiers Australia suggests censoring alternatives such as filtering products (2006c). An example of one of these services is Net Nanny (2007b). Net Nanny is used by parents to monitor what their children are viewing on the internet. It blocks objectionable web content and sends an e-mail to parents if their children try and access objectionable websites. There are other filter services like this, but they create issues of over-generalising. For example, if sites containing the word breast are blocked, information about breast cancer cannot be researched (Culture and Recreation). Whilst internet censorship becomes a complicated matter due to personal freedoms, it is generally recognized that some internet content needs to be blocked, with either filters or by law.
Pro-anorexia websites are not, despite their disturbing and highly controversial features, prevented or censored by the Bill and its Classification Scheme. The problem with these websites is that because the conversations are occurring in a surrounding where everyone is thinking alike, that line of thought and the behaviour that goes with it is normalized. Anna Burke (Federal Member for Chisholm) asked Philip Ruddock (Attorney-General) to review the Classification Scheme in regards to the pro-anorexia websites, but his response was that the scheme “does not prevent the exploration of strong themes or the expression of controversial views (2006d).” However, the R classification seems fitting to apply to these sites, as content that could be harmful to persons under 18 years, but also to people in general.
A pilot study was featured in a European Eating Disorders Review to examine the impacts on young women viewing pro-anorexia websites (Bardone-Cone & Cass 2006). The women completed questionnaires to examine their moods and cognitions before and after viewing these websites. Overall, preliminary data showed that seeing a pro-anorexia website had “negative affective and cognitive effects on young women (Bardone-Cone & Cass 2006).” This does not prove that anyone who views a pro-anorexia website could develop an eating disorder purely due to the content on the website. However, it makes evident that these websites can encourage people to feel negatively about themselves. A body-conscious teenager is particularly susceptible to being negatively affected by this, shown in a study by Cavanaugh and Nemeroff (1999) cited in Peterson (2004, p. 364). It showed that 40% of girls, some as young as six, preferred thinner bodies than their own, and 80% of pre-adolescent and young adolescent girls had dieted before or were currently dieting. This highlights the fragile state of young minds in relation to physical appearance and shows that because anyone who sees one of these websites is at risk of being negatively affected, they should be censored.
The implication of these sites not being classed as prohibited content is that anyone can at any time go on the internet and easily locate a pro-anorexia or pro-bulimia website, read weblogs, messages written by sufferers to other sufferers encouraging their lifestyles and read a list of recommended exercises and low-calorie foods. The website ‘Pro-Ana Nation’(2007c) is an example. Before entering the site, a Microsoft Internet Explorer warning is seen, reading “You must be at least 18 years old to enter this website.” There is no possible way to know if the person who clicked ‘OK’ and was allowed entry into the site was in fact 18. A warning reading that you must be at least 18 years old to view the content of the website reinforces the possibility of the R classification being applied to these sites. However, without any form of restriction in regards to censorship, these sites can be freely viewed and could be causing a number of problems for anyone who views them; another reason why censorship is needed.
Pro-anorexia and pro-bulimia websites should be censored. Although it causes issues for freedom of speech and thought, filter products often do not provide enough advantages to outweigh their disadvantages, and therefore may not cause people to actually purchase them. Censorship with the Classification Scheme is the most effective way to ensure less vulnerable people view these sites. Therefore, pro-anorexia and pro-bulimia websites should be grouped in a restricted website category.
REFERENCES:
List of References
1. Beresin, Eugene V. & Derenne, Jennifer L. (2006a) Body Image, Media, and Eating Disorder http://proquest.umi.com/pqdweb?did=1043848461&sid=2&Fmt=3&clientld=13713&RQT=309&VName=PQD May/June (accessed 26 April 2007)
2. Bardone-Cone, Anna M. & Cass, Kamila M. (2006b) Investigating the Impact of Pro-Anorexia Websites: A Pilot Study http://proquest.umi.com/pqdweb?did=1125238721&sid=3&Fmt=2&clientld=13713&RQT=309&VName=PQD July/August (accessed 26 April 2007)
3. Ernst, Morris Leopold (1964) Censorship: The Search for the Obscene The Macmillan Company, New York
4. Harrison, John & Hirst, Martin (2007a) communication and new media from broadcast to narrowcast Oxford University Press, Victoria
5. How did the Internet start? Internet Development Guide 2. http://www.cultureandrecreation.gov.au/resources/guides/g2/s2.htm (accessed 7 May 2007)
6. Internet Censorship Laws in Australia (2006c) http://www.efa.org.au/Issues/Censor/cens1.html March (accessed 23 April 2007)
7. Jackson, Kim, James, Matthew & Tapley, Mark (1999) Bills Digest No. 179 1998-99 Broadcasting Services Amendment (Online Services) Bill 1999 http://www.aph.gov.au/library/pubs/bd/1998-99/99bd179.htm (accessed 23 April 2007)
8. Need For Action Against Pro-anorexia Websites (2006d) http://www.alp.org.au/media/1206/ms134.php (accessed 23 April 2007)
9. ‘Net Nanny Parental Controls from ContentWatch’ http://www.netnanny.com/ (accessed 7 May 2007)
10. Net Nanny Review 2007 (2007b)http://internet-filter-review.toptenreviews.com/netnanny-review.html (accessed 27 April 2007)
11. Peterson, Candida (2004) Looking Forward through the Lifespan Developmental Psychology 4th Edition Pearson Prentice Hall, Frenchs Forest
12. Pro-Ana Nation (2007c) http://www.pro-ana-nation.com/v1/index.php (accessed 23 April 2007)
13. Strauss, Leo (1976) Persecution and the Art of Wrting Greenwood Press, Connecticut
14. Tribe, David (1973) Questions of Censorship George Allen & Unwin LTD, London
Legislation
1. Broadcasting Services Amendment (Online Services) Bill 1999
2. Commonwealth Classification (Publication, Films and Computer Games) Act 1995
Wednesday, May 9, 2007
week 10 tute task
In the tute today we had to do a series of 'things' with Microsoft Word. We had to type a letter, then change some things to bold, italics and underline, do headers and footers then add tricky things using track changes, which I had never heard of before, and also use mail merge. I remember doing these things in year 10 BIP, but that was a long time ago, and didn't help me today! Apart from up to the headers and footers, I could remember nothing! That was my main problem; the fact that I am basically computer-illiterate when it comes to anything more technical than writing something and saving it! I also only had minor problems where what the instructions said would happen, didn't happen, and it completely confused me. Other minor things happened, for example when I was attempting to mail merge, my document kept vanishing, leaving only the insert mail merge toolbar thing, but I figured that one out myself! The solutions to my other problems that I couldn't figure out myself was asking Adam and the people next to me for help. It definitely wasn't too simple for me, but I think next time it would be much easier. It would have been easier for people that know the kind of basic computer skills. It was a bit confusing, but like I said before, after I got help, it was alright. I can definitely see how this software could be useful to me in the future; when I have to send impressive resumes I can use my new-found skills to jazz it up a bit! It's also just handy to know these things.
Thursday, May 3, 2007
week 9 about week 8 lecture
Hello!
Week 8's lecture was taken by Jason Nelson and was about net art and digital creativity. I have had Jason for one other lecture before in a different subject, and I knew it would be an entertaining lecture, as he is so funny. Anyway, I was familiar with the sort of art he does from that other lecture; and he definitely has some cool ideas. The warning about hackers will probably come in handy to people with their own website as you definitely wouldn't want people putting the sort of stuff on your site that went onto his. In the other subject lecture and the one last week, Jason discussed the fact that the internet is not private, contrary to what people think. I had always thought that the net was an anonymous place, as in people you know can't find out what you're looking up and looking at. A lot of people have made the assumption that your internet activities are secret, but as Jason said, that's not the case. You can definitely be tracked! So I'm glad I don't do dodgy things on the net, haha. Anyway, the most interesting thing about the lecture to me was when Jason was talking about one of his art works, and what it was about. It was a series of moments from advertisements, and he said that he had taken the "hook" moment, so the moment of inspiration in the ads, and put them into a piece of art. I liked it because it seems like such a cool idea, something I wouldn't think to do, so once my attention had been drawn to that, it made me think of ads I knew and what would be the hook moment in them. I thought that was a really original idea, which is good, as he said internet content should be clever and original. That's about it for this week...til next time!
Week 8's lecture was taken by Jason Nelson and was about net art and digital creativity. I have had Jason for one other lecture before in a different subject, and I knew it would be an entertaining lecture, as he is so funny. Anyway, I was familiar with the sort of art he does from that other lecture; and he definitely has some cool ideas. The warning about hackers will probably come in handy to people with their own website as you definitely wouldn't want people putting the sort of stuff on your site that went onto his. In the other subject lecture and the one last week, Jason discussed the fact that the internet is not private, contrary to what people think. I had always thought that the net was an anonymous place, as in people you know can't find out what you're looking up and looking at. A lot of people have made the assumption that your internet activities are secret, but as Jason said, that's not the case. You can definitely be tracked! So I'm glad I don't do dodgy things on the net, haha. Anyway, the most interesting thing about the lecture to me was when Jason was talking about one of his art works, and what it was about. It was a series of moments from advertisements, and he said that he had taken the "hook" moment, so the moment of inspiration in the ads, and put them into a piece of art. I liked it because it seems like such a cool idea, something I wouldn't think to do, so once my attention had been drawn to that, it made me think of ads I knew and what would be the hook moment in them. I thought that was a really original idea, which is good, as he said internet content should be clever and original. That's about it for this week...til next time!
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