Friday 19 April 2013

What was missing from Digital Culture?

Throughout this unit, I've felt a constant absence of an explanation of how most of the themes and topics covered are relevant to journalism, and therefore me. As I said previously, I understand how things such as the digital mind and body are important and it's good to have a general knowledge, but I feel there could have been other things covered which would be a lot more relevant and useful. This could be anything from discussing the history of newspaper phone apps and what they've done for the news industries, or perhaps about pay walls and the future of interactive news.

I also received minimal if any feedback on my work, which honestly made me feel like it wasn't that important which made me more inclined to be lazy and sloppy, specifically within the first term. I feel it would have been extremely useful and motivating to have a one to one session in the workshops, even just 5 minutes alone with the lecturer for them to look at my work and tell me what to do and what not to do, even just for some reassurance that what I was doing was right, which I wasn't sure about.

I honestly enjoyed writing some of the posts, particularly those where I felt I could be a bit more informal and didn't have to keep using scientific and technical jargon which I quite honestly didn't, and still don't understand. I think the method of blogging is useful where you can videos and pictures to explain your ideas, as it makes it much more enjoyable as you don't feel you're writing as much as you are!

I found it a lot easier toward the end of the course where I was much more comfortable with what I was doing and the topics got more relevant and interesting to write about (such as the digital democracy post). These included more of the themes and topics that I enjoy and want to be part of in my journalistic career. (Hopefully!)






Thursday 18 April 2013

Looking back...

Now I'm at the end of my time looking at the effects of Digital Culture on society, I can reflect back on what I've learnt and compare and contrast to the start of the term. At the start of the course, I was optimistic however didn't really know what to expect. I was relieved when I discovered we weren't going to have to write any long essays as all the other modules on the course use essay writing as their core examination method. I was grateful for this as I knew it'd be a relief at the end of the year when we had lots of deadlines, that we had already done the work throughout the year.

When I discovered it was a weekly blog I was relieved as I have my own blog anyway which I really enjoy doing and I was quite excited to have something else to write about besides my own ramblings. I understood that as a Journalism student, a lot of the media is produced through blogging and it's a valuable skill to have. While I still agree that blogging is a very good, relevant and useful method to use, my main concern with the course was the content and the relevance to my own course.

I understand that as a journalist we need to understand the background of the internet and the development in technology and things that would concern us in our career with the internet, for example the digital democracy and WikiLeaks part, which are directed at journalists. I can also understand how Augmented Reality and phone apps can affect us as they can transform the way news is delivered and received by our audience. However I really don't understand how learning things about 'the digital body' is relevant to a journalism course. I understand how it is valuable to know anyway, but I honestly don't believe it's correctly suited to the course.

Personally I found it quite difficult to find the motivation to actually write the blogs as we never saw a template or example work at the start of the year. I struggled to find a good balance between being too informal and being too technical. I also had to do quite a lot of extra research in order to understand some terms which weren't explained.

For future years, I think the module 'Digital Culture' needs some adapting to suit the needs of journalists more, as from personal experience the majority of people taking the module are journalism and media students, but more about that in the next post!





Tuesday 16 April 2013

WikiLeaks


It wasn't until I read this page on WikiLeaks that I fully understood what it was, which is quite embarrassing for a journalism student. My first impression after reading that their main goal is "to bring important news and information to the public... One of our most important activities is to publish original source material alongside our news stories so readers and historians alike can see evidence of the truth.'' This sounds like a good and honest proposal, however it's easy to see where the problems would lie.

The media have regulations and ethics for a reason. Issues such as privacy, personal and national come into matter here. WikiLeaks has faced high criticism and a lot of controversy for what it has published, even getting as serious as life sentences in prison. They wanted to be able to freely publish information without any journalists or writers coming under legal battles, however was this necessarily the right thing to do?

For example, U.S army intelligence analyst Bradley Manning is accused of leaking confidential information and even footage of the U.S army, specifically of an Apache helicopter killing 12 civilians in Baghdad in 2007.  One charge 'aiding the enemy' can be worth the death sentence, which shows the severity of the case. When asked why he submitted the footage and information, he simply replied he believed the American people had the right to know the 'true cost of war'. The footage delivered is thought to show the killing of 2 Reuters workers and children. While we should have the right to know what goes on in our own armies and institutions, and know where our tax money goes, do we really need to know everything? This caused the U.S government huge embarrassment and could have been a massive risk in that footage and information leaked can be seen by anyone, including the enemy. 




WikiLeaks founder Julian Assange has been accused multiple crimes including the most serious of rape. It is unclear and still undecided whether he is guilty or not. This timeline of his accusations leads up to recently where he has spent the last 6 months as an asylum seeker in Ecuador, despite not being charged with a single crime in any country. His official accusation name is 'sexual misconduct' in Sweden. Mr Assange has made many powerful enemies over time, so it's honestly no surprise that this has been blown way out of proportion. Not to say that sexual crime isn't something to take seriously, but extradition is nearly unheard of for a crime of that degree. 

OK so I'm not technical in any way shape or form, but what I've grasped from all the big fancy technical words, Wikileaks is accused of hacking into certain computers to find their information, however they protest they are just a 'platform' for other writers. Mark Stephens, WikiLeaks's London attorney, called the claim "completely false in every regard." Phone hacking has caused a massive uproar recently with the whole News of the World fiasco

Hackers, or stereotypically labelled 'geeks' are usually perceived to be highly anti-social and fixated with computers and the digital world. There are different types of hackers, but inevitably they all access websites they're not supposed to have access too and cause havoc. These self labelled 'hacktivists' use their cyber skills to 'fight the powers-that-be when they overstep the lines'. One hacker stated:

"I'm not under the illusion that we're going to change the 


world, but if we can make a big enough noise for people to 

notice there's a problem and scream loud enough, 

someone's going to take notice.'' 


In a way, hackers and WikiLeaks are similar, in that they both want to give a voice to people without there being any consequences. How effective this is debatable, looking at the examples of the amount of people imprisoned because of their actions for Wikileaks, and also looking at how people can be physically arrested and prosecuted for hacking. 


References/Read more:

Bradley Manning: http://www.guardian.co.uk/world/2010/nov/30/wikileaks-cables-bradley-manning and http://www.bbc.co.uk/news/world-us-canada-11874276 and http://www.guardian.co.uk/world/2013/feb/28/bradley-manning-trial-plea-statement
Aiding the enemy: http://usmilitary.about.com/od/punitivearticles/a/mcm104.htm
Julian Assange accusations: http://www.telegraph.co.uk/news/worldnews/wikileaks/9343503/Julian-Assange-rape-accusations-timeline.html
http://www.telegraph.co.uk/news/worldnews/wikileaks/8579045/Wikileaks-Julian-Assange-records-video-blog-of-his-house-arrest.html
Is WikiLeaks hacking? http://www.businessweek.com/magazine/content/11_07/b4215046290051.htm
News of the World hacking: http://www.bbc.co.uk/news/uk-14045952
What are hackers? http://www.howstuffworks.com/hacker2.htm
Hacktivism: http://www.bbc.co.uk/news/technology-20446048


Wednesday 20 March 2013

Paratext - Blurring the lines of reality?

According to wiseGeek, Paratext is ''any additional text or other reference material that is added to an author’s published work. One of the most common ways to think of this type of material is in the form of the various items that publishers include in the average book, such as a book jacket, inside or back cover blurb, and author profile.'' 

In digital terms, Genette defined the paratext as ''those liminal devices which wrap or accompany the text in order to make it both present and presentable – from titles to tables of content and from footnotes to notebooks.''

Put simply, it means that a story or a literacy work is open for development, it keeps on going through a majority of mediums. It could start as a book or a game, it will develop into morph into new things such as fan fictions or spin off's  Depending on the context and the background, it can sometimes blur the lines of reality, in that it becomes unclear to the audience what is real and what is fake. This can also alter the meaning or reading of a certain text, as Genette argues that paratexts take a text and 'surround it and extend it'. 

For example, when a new film is released, it starts with teaser posters and teaser snippets/mini trailers before the actual trailer is released. When it is, there are often billboards and commercials on and off TV advertising the release of the film. The film would have a website, a Facebook page, a Twitter account before it's even released. When it is, the characters from the film may have a Parody twitter account or Facebook page, such as 'Fat Amy' from the recent film 'Pitch Perfect'. This does blur the lines of reality as it is if the character is an actual person because of the personal Twitter account  and the interactions with other Twitter users. Fan Fiction is a very popular form of paratext. These written texts take already created stories and characters into different situations. I first came across these when I was a much younger devout Harry Potter fan, and was eagerly awaiting the release of the next few books. Whilst trawling the internet I came across what I thought was a sneak preview of the next book, however what I got was a poorly written account of what Hogwarts would be like if it were a school for sexually confused and frustrated homosexual wizards. 



Similar to paratext is the concept of the 'open product', this means that something could start off as a game or a book book however will transform itself to fit different audiences. It usually does have an beginning, middle and an ending like any usual narrative, however it usually has some form of alternate ending where the ending isn't actually the ending. For example the Pokemon franchise started off as a game. You have to follow the story line, however when you think you've finished the game, you actually have to go back through the game and complete the Pokedex, where you have to capture one of each Pokemon.

In the workshop this week, we had a guest lecturer who introduced us to the idea of Augmented Reality, which had been discussed before however this time in more depth and with physical evidence before our own eyes. We were shown a smartphone app which simply needed to scan a bar code  this time in a newspaper, and the images and words on the page would become 3D on your phone screen. The context we were shown was a continuing story, almost game like where you had to scan a different code every week to get the next part of the story. I can see how this would enjoyable and interesting however personally It doesn't reach to me as I prefer the old fashioned way of reading and watching films, however I can understand why someone else would be attracted to it, for the technical and new side of it.



In terms of journalism, there are already phone apps for newspapers that are literally just links and articles laid out like a newspaper on your phone. With augmented reality, the app for newspapers could be a lot more exciting and informative, in that videos and pictures can pop up which relate to a specific story. It could give you much more accurate detail in terms of location and time of events, particularly if they are near you. It could also give much faster news as breaking news headlines will be the first thing you see and it would be incredibly noticeable.

The downside to  this could the continuing decline in the popularity of traditional newspapers and news delivery. Also as mentioned previously in my posts about digital democracy, if electricity and the internet were to be completely obliterated, the new mainstream way of giving and receiving news and information would be no more, and with the assumed destruction of everyday newspapers, there would be no way of getting out news and information.



References/Read More:

Genette, Gerard. Paratexts: Thresholds of Interpretation and http://call-for-papers.sas.upenn.edu/node/50663
More on augmented reality: http://www.guardian.co.uk/technology/augmented-reality
http://www.howstuffworks.com/augmented-reality.htm
http://www.guardian.co.uk/media/mediamonkeyblog/2013/apr/23/independent-plus-media-monkey

Wednesday 13 March 2013

How does Digital Democracy affect you?

OK, so we've covered the basics of democracy and the concept of the Public Sphere. We know that journalists act as a reflector for society and the bourgeoisie, or the 'ruling class', or the government if you prefer. But what has this got to do with the digital world?

Well, as naive, internet obsessed teenagers we don't realise just how much political and topical influence there is on the internet, even on places we consider to be quite personal such as Facebook. I've pointed out countless times in this blog how influential the internet is and dependent we are as a society on technology as a whole, however we really don't realise how much we depend on them for literally everything.

According to Forbes, Mark Zuckerburg has claimed there are over 1 billion Facebook users. It's hard to find someone in contemporary UK without a profile, granting they're under 70 years old. We don't realise how much time we spend on Facebook, as soon as I turn on my laptop my fingers get a mind of their own and immediately tap on to Facebook without me even thinking about it.



Although Facebook is plainly a social networking site, it's developed into a place for news and topical discussion, with Facebook pages and groups being made almost instantly in discussion of a certain topic. For example, on March 5th 2012, this video was put onto YouTube and linked onto Facebook. Within minutes there were thousands of views and shares. These statistics show that within a week the video had over 100million views, making it the fastest ever video to reach this target. The video was seriously enlightening as personally I was completely unaware of Kony and what went on in the African countries, and I honestly felt empowered to do something. But what could I do? The fact is that because of the flexibility and broadness of social media, the video and therefore the issue was brought to the attention of the world, and pressure was put on to the top dogs to do something about it.


Unfortunately, KONY 2012 never really stayed around for long. I got plenty of Facebook event invites made my activists in my local area wanting to stage marches and sleep outs in support of the cause. This again shows how digital democracy and social networking combine together to create a physical reaction.

We all get annoyed when our 'friends' on Facebook rattle on about a political event or figure currently in the media because they may want to seem intelligent and attentive, or they may just be looking for attention, but fact is that social media sites the Internet in general has opened up a new space for sharing and for discussion, and not just about funny cat videos. Things like e-petitions are actually used in political movements now, simply because of the convenience and ease of them. This just goes to show how digital democracy affects reality and builds an accessible bridge between the public and the politics.





References/Read More

1 billion Facebook users: http://www.forbes.com/sites/limyunghui/2012/09/30/1-billion-facebook-users-on-earth-are-we-there-yet/
Kony statistics: http://www.guardian.co.uk/news/datablog/2012/apr/20/kony-2012-facts-numbers
E-petitions: http://www.bbc.co.uk/news/uk-politics-19266497

Wednesday 6 March 2013

Digital Politics and Power: The dream of democracy/The public sphere

In this lecture we looked at how digital media has effected concepts of democracy. As a journalism student want wannabe know-it-all, it's important for me in my chosen career to be aware of how journalism and the media does and has affected society. I mean I haven't got the brains to be a doctor, the patience to be a teacher or the attention span to be a lawyer so I might as well do something worthwhile with my life. It's also important for me and for everyone to be honest to be up to date with Politics and know the simple background of key concepts and events.




Ok, so we are a democratic society. We use Representative Democracy, which basically means we choose as a society who to give the power of decision making too, and they have the final say in what goes and what  doesn't. We choose representatives of political parties who have different ideas, who all want to be in power. As we are such a diverse nation we would never all agree on anything, so we choose who we personally think would control the country in the way that would best advantage us. For example, a student wishing to go to University may vote for the Liberal  Democrats because one Mr Clegg promised not to raise the fee's but it turns out Mr Clegg is a liar. He said 'Sorry' though.


''I'm Sorry''

Moving on, another type of democracy used in places such as Switzerland is 'straight democracy'. It is literally what it says on the tin. This is the most straightforward form, where people physically congregate to make joint decisions on things, and majority rules. The other kind is Liberal Democracy.

 Ok, so now we're all politicians, what on earth has this got to do with Journalism?

Well, in the lecture and in other areas of my Journalism course, I've come across this strange character Jurgen Habermas. This sociologist and philosopher defines the Public Sphere simply as a group of people combining together to make a 'public'. This was traditionally thought to be 18th Century men who would join together and discuss topics in that weeks newspapers, mainly politics and current affairs. They would then transmit their opinions and ideas on the topics to the rest of the public, and they would therefore have a voice in society. Habermas says this links to modern times, looking at it as if the 'public sphere' were journalists who spread political news and put it in ways for the general public to understand and so everyone can debate on. It could be argued this is a key point for democracy, as everyone is supposed to have a say in the way politicians run the country.



References/Further Reading:

What is Democracy? http://oxforddictionaries.com/definition/english/democracy and http://www.stanford.edu/~ldiamond/iraq/WhaIsDemocracy012004.htm
Types of Democracy: http://samaunvong.hubpages.com/hub/Types-of-Democracy
Liberal Democracy: https://en.wikipedia.org/wiki/Liberal_democracy
Habermas Explained: http://culturalstudiesnow.blogspot.co.uk/2011/09/jurgen-habermass-public-sphere.html


Saturday 2 March 2013

Gaming culture - part 2. ''Flow''.

Having previously looked at the process and evolution of gaming culture and how important it's become to modern culture. This week we looked at why people play games and what it means for them and for society. With such a wide variety of the genre of games aimed at different audiences, there are many different reasons as to why someone might play games.

These ideas have been turned into theories which relate to why different people play games and for what reason. One of these theories is that of Mihaly Csikszentmihalyi who is a Hungarian professor of Psychology.  He is famous for studying happiness and creativity. He is also most famous for coming up with the concept of 'flow'.


''What makes a life worth living?''



Flow generally relates to the balance between your level of skill and your level of challenge being presented to you. When you're in 'flow' it means you're being the most productive without being stressed. This then links to balance between boredom and anxiety/panic. This relates to games as we like playing games that challenge us in different ways as we are stimulated and we get more enjoyment out of it. However when it becomes too challenging or stressful we tend to get bored quicker and panic depending on the game. This concept can also apply to every day life as we all like a challenge that tests us however when it gets too much it's a human trait to become stressed and anxious and generally give up.



This can explain the evolution of games, in that simple games such as Pong or Pacman work well in flow as they get harder with each levels however the actual content is fairly boring and you find yourself unable to play them for too long.

Photo: 38 Studios
Games that offer narrative and special effects are on top of markets in the 21st century. These games more often than not revolve around the theme of war and or fantasy. A list of the US best selling games show:

1. Call of Duty: Black Ops 2 (Xbox 360, PS3, PC, Wii U)
2. Madden NFL 13 (Xbox 360, PS3, Wii, Vita, Wii U)
3. Halo 4 (Xbox 360)
4. Assassin's Creed 3 (Xbox 360, PS3, PC, Wii U)
5. Just Dance 4 (Xbox 360, Wii, Wii U, PS3)
6. NBA 2K13 (Xbox 360, PS3, Wii, PSP, Wii U, PC)
7. Borderlands 2 (Xbox 360, PS3, PC)
8. Call of Duty: Modern Warfare 3 (Xbox 360, PS3, Wii, PC)
9. Lego Batman 2: DC Super Heroes (Wii, Xbox 360, NDS, PS3, 3DS, Vita, PC)
10. FIFA 13 (Xbox 360, PS3, Wii, Vita, 3DS, Wii U, PSP)

These games, apart from Just Dance 4 are predominantly male orientated, with the stereotypical view that mainly men enjoy gaming that involves shooting, racing and sport, however females are not ruled out of the gaming audience. These games, as previously mentioned all have narrative and story lines, as well as being so technologically and graphically advanced that the special effects are always new and interesting to the gamer. This means that there is a constant 'flow' as there is a constant challenge however you are enthusiastic about the challenge, and enjoying it which means you're more likely to succeed and the flow will be constant.

In our workshop we discussed flow and talked about how we could make University seminars and lectures more capable of the concept. We discussed what made a lecture boring and what made it exciting. Personally I find it incredibly boring and hard to concentrate when I just have to sit and listen to a Power point, as I never give it my full attention and always wonder what the point is in being there, as the Power points are always available online anyway. This unit in particular usually consists of this in the lectures, which I find really hard to concentrate as personally I find the content sometimes irrelevant and frankly doesn't interest me. However, whilst posting blogs some of the content does interest me and I'm really able to delve deep into the topic, which does prove the concept of flow. On the other hand, when the blog post is uninteresting I find it hard to concentrate and get enough content into the post to match the criteria as I'm simply uninterested and find it hard to care.

The fact that most units are assessed through coursework of some kind (in my case anyway), and all have deadlines around the same time at the end of the year makes it seem like an easy ride for the first 6-7 months and then a mad roller-coaster of panic, cheap energy drinks and all night cramming to get it all done. as Rhiannon discusses in her blog entitled ''Applying game theory to education'' feedback would be desirable throughout the duration of the coursework for at least some reassurance that you are on the right track.










Thursday 28 February 2013

Cyber Warfare

The concept of war has always been a massive problem for society. Throughout history there are vast examples of wars between superpowers and countries that have resulted in mass devastation and that have also changed and even benefited society. Historically, war has been portrayed as a bloody battle on a field between two armies, using swords and spears. As time passed, new technological developments meant new methods could be used in war, such as guns and bombs in WW1 and WW2. One of the more recent developments of war is that of the nuclear kind. This extremely dangerous has the practice has the ability to literally destroy mankind and the world itself. This is shown in such disasters as Hiroshima and Chernobyl, where thousands of people were killed and effected, and living areas were labelled unsuitable for people to live in because of the infection and devastation it has and still is causing. However, a new type of war has been declared, in terms of Cyber warfare.

It's most commonly thought that technology will be the making of humankind and it can only make our lives better. However the development of the Internet and cyber space, this new form of war, which is quite literally a virtual war, can effect reality and cause a lot of devastation without even physically harming anyone, completely contrasting to the stereotype of war. 


As Deena mentions in her blog, ''Even militaries now have branches committed to defending and running cyber warfare.'' This shows the seriousness of the matter that there has to be a specially trained team to tackle the issue. I investigated Deena's point and this article enlightened me that institutions such as the Army and Navy are teaching cadets ''to combat increasing security threats to the nation’s computer networks''. 

In my blog post titled ''Digital Divide'' I mentioned how we are dependent on technology, and mentioned how Egypt's government turned off the Internet for the entire country. In this workshop and outside we discussed and researched the concept of EMP weapons. According the linked article, they do exist and to be honest it's quite a scary thought. Now I'm not technical or interested in complex science in any shape or form, and all the mentions of words such as 'flux' and 'compression' is only making me think of Doc Brown and Marty Mcfly, however researching into the topic has led me to believe the invention isn't such a bad thing. It's built to bring down Military's, not communities, and would therefore be much less of a disaster  than that of a nuclear bomb. 

Now this weapon is said to be obtained by American forces, who thankfully for us our are best friends. However, if an opposing side got hold of this weapon and set it upon the Luton area, we would have literally no electricity, and all this research would go to waste because there would be no Internet to see it any more  (Please, please don't do it until I've submitted this!). It would quite literally take out all electricity. Put simply, it'd be like a massive microwave with the door open, sending out waves to destroy electricity. It's not just the internet, we'd have no lights, no cars, no phones, no TV's, no hair straighteners, no fridges or freezers, no ovens. It'd be like going back to the stone age. Would you survive? Could you? I don't think I'd want to live in a world without Spotify. 







References/Read more

Cyber warfare: http://en.wikipedia.org/wiki/Cyberwarfare
Teaching defence: http://www.thedenverchannel.com/news/local-news/army-navy-air-force-academies-groom-cadets-for-cyberwarfare-to-face-national-security-threats
Explaining EMP weapons: http://science.howstuffworks.com/e-bomb4.htm

Friday 22 February 2013

Digital Divide

In my previous posts, I've stated again and again that digital activity and the internet is a massive part of society in 2013. It's hard to get by in everyday life today without having some sort of technical interactivity. Even shops use electronic devices to pay now, as well as travelling with oyster cards and electronic tickets.

So can you survive in 2013 without technology?

Truth is, everywhere uses technology. I am using technology and digital means to right now to write this blog. The same will be used to mark and grade this blog, and then the same again for me to see the result of this assessment. Without technology or digital devices, this unit wouldn't even exist. Most of us have our own mobile phones, according to these statistics more people have mobile phones than they do access to working toilets, which is very surreal. To get through the stages of typical life in modern Britain, you must know how to use a phone and the basics of a computer at least. You must use the phone to talk to organisations such as call centres when you need help with something such as a bank account or a transaction, and you learn how to use the basics of  computer in school in ICT, where you learn how to use programmes such as Microsoft Word, PowerPoint, Excel and others. In further education, depending on which courses you choose, you may have to learn to use much more advanced software such as Photoshop or Final cut. These will be essential tools if you were to choose a career in Media or film for example.

This chart, courtesy of  the BBC shows which countries contrast to each other in digital activity and connection.

map of world showing offline population

This shows that some of the countries considered to be third world such as Ethiopia are almost completely out of touch with technology. This reflects in the reports of complete poverty in these areas. In places like Ethiopia and other African countries, people struggle to find food and clean water to drink so it's no wonder that their internet connection is the least of their worries. However with past examples of how the Internet has boosted economy, it's easy to see how if made possible the Internet could massively advantage these third world countries, such as it has for places like South America.
In such remote, poverty stricken countries, the idea of a fully functioning Internet connection is quite extreme for obvious reasons.

This video explains a business idea to bring laptops to children in third world countries and improve the Geographical digital divide. It costs $100 which may seem like a good price for a fully functioning laptop with all the cool added bits on such as being dust proof which would be ideal for a place like Ethiopia. This short documentary shows the laptops in action and what good they can do for such a community. Although a good and thoughtful idea of how to spread the digital world to disadvantaged people, there are many other factors that contribute to the possible and most likely failure of the system, such as affordability as well as James (2010) stating that ''the project would divert resources from other important projects that may be of higher priority and have more impact on development.''  
This in mind, it is a valuable point but surely with all the resources the internet has to offer, with the right teaching and the right environment, the standard and rate of education could grow, meaning that the economy of third world countries could possibly grow so vast that there will no longer be a third world category, meaning the entire global economy would be better off as there wouldn't be as much cause for other countries to contribute funds to others. 

Of course, to say that giving everyone in the world access to the Internet would solve everything would be ridiculous. On the contrary it could have completely undesirables circumstances, such as the recent Internet cut in Egypt at the protests, where the Egyptian government cut off the Internet for the whole country when it was discovered it was being used to arrange and encourage protests against them. If the government has the power to cut off the internet, what's to stop anyone being able to do it? What if we were completely reliant on the Internet and it got hacked or destroyed? We would be completely and utterly lost. 

As well as being a global matter, it could also be a problem closer to home. Our dear Grandma's and Grandpa's try their best to be cool and down with the kids, however when it comes to Blackberry's and Facebook, they are quite simply hopeless. Surprisingly, statistics show that 43% of British senior citizens aged 55-74 are frequent users of the Internet. However for the majority that don't know how, simple every day tasks can become a trek. Having personal experience with this working as a cashier in a Supermarket, it's not even laughable any more when an older person puts their back card in the wrong way up, it's quite concerning as to how vulnerable they are.

References:

James (2010) http://impactofinformationsystemsonsociety.wordpress.com/2011/01/09/week-2-technology-and-third-world-development/
News feed http://newsfeed.time.com/2013/03/25/more-people-have-cell-phones-than-toilets-u-n-study-shows/
BBC http://news.bbc.co.uk/1/hi/technology/8568681.stm
The Blaze http://www.theblaze.com/stories/2011/01/28/provider-egypts-internet-suffers-severe-outages/
ISpreview http://www.ispreview.co.uk/story/2011/03/22/senior-uk-citizens-revealed-as-some-of-europes-most-internet-savvy-surfers.html

Wednesday 13 February 2013

Gaming Culture - one

Gaming culture has become a thing. However it is not necessarily a new thing. Games have been around for centuries. The Olympics themselves are thousands of years old, being dated back to 776 BC in Olympia of Ancient Greece in honour of the God Zeus. This is one of the oldest gaming traditions that we have. 'However, 'gaming' nowadays doesn't typically relate to the Olympic, or in fact any other physical form of gaming such as sport and athletics like it used to. It usually relates to childhood, in that we play games with our friends or on our own when we are children, such as fancy dress or role play or with toys. They can also relate to things like board games and card games which anyone can play.

Now, if you told someone you were a gamer, they would presume you meant video games, and they'd probably be right. The evolution and popularisation of video gaming have encouraged the increase of 'gamification'. 

Video games themselves started with the concept of  'pong' in the early 50's. 'XOXO' was next in 1952, followed by other computer games in the 60's/70's including 'The Magnavox Odyssey' the first video game console which was battery powered with no sound. In 1972 the Atari company was founded and officially released 'Pong'. The popularity of the Atari grew and grew until competitors emerged  and the Atari company went down because of a few reasons, such as selling too cheaply and the bad quality of gaming. Other companies and competitors emerged with more to offer consumers such as Sony, Sega and Nintendo.

Space Invaders on the Atari. 

Old school Mario which started out on the Nintendo 64 but has branched out to be one of the most iconic gaming characters in the world, with games on new consoles such as the Wii and the Gameboy DS.

The task for this particular blog post was to think of a way to solve University attendance by using gamification, to make it more fun and enjoyable to increase the number of people coming to their seminars and workshops. 

We discussed methods such as giving out balloons when you walk into the lecture to encourage people to enjoy their time. More encouraging methods however outrageous could be letting people bring their duvets into the lecture, as sleeping in is one of the main reasons students miss their assigned lectures and workshops. From personal experience, they don't want to get out of their warm cosy beds to sit in hard desks and not listen for an hour. Bringing their beds with them may encourage attendance as they have no excuse. Another method could be to make the lectures and workshops more interactive, in that talking much louder perhaps into a microphone or structuring the room differently, for example in a circle may be effective as it wouldn't have the usual classroom effect. 

Tea and biscuits could be a way to make students more interested. A hot drink and something to eat could make you engage more with the lesson as you have something to enjoy and focus upon rather than thinking about how much you really want a cup of tea and a biscuit. 

Without using the threat of expulsion or exclusion from the course, you could use the threat of taking away the privileges of bringing your duvet or having a cup of tea, for example to get to bring your duvet or get a cup of tea you had to of been present the previous week. Maybe your old MySpace or Bebo pictures will be put on every single slide of that Power point? That would definitely make me have 100% attendance. 

Other methods of increasing and securing attendance in Universities could be for the lecturer to do some sort of quiz which meant the winning team didn't have to do the assignment that week, which would encourage students to not only attend, but also to do a bit of self study without realising it to win the quiz. Reverse psychology in a way. 

Overall, many of these ideas and others given in discussion are quite unrealistic and far-fetched as things like classroom rules and budgets come into context when thinking of these ideas. Students won't always have perfect attendance and it's predictable they won't turn up all the time or even on time. It's hard to think of a method to secure attendance every time as there are so many issues and problems which arise. 




Tuesday 5 February 2013

Paper vs Screen

There has been a lot of previous discussion about the technical debates of the internet and it's properties. The scientific and mathematical properties of the internet are often the first to be discussed in computing, as computers are a scientific technological invention. However, computers and the internet can have many more cultural and creative sides which are often unthought of when discussing them.

With the progression of the availability and business prospects the internet has brought around mean that a lot of different industries are able to produce and sell original or new products online. 'Internet shopping' is a phrase which is highly popular, which quite literally means what it says, shopping for and paying for things through the internet. These changes  have had a massive impact on social culture. Other features of the internet have also brought around changes not just in social culture, but also in areas such as learning, education and leisure.

The programme 'paint' is always one of the first programmes you learn to use when learning to use a computer for the first time. Older people and younger children often take these first steps as it's an easy programme to use.

There's been a direct correlation between the advancement of technology and art. Obviously with the invention of new programmes on the computer there has been room for new forms of art to take place. Photoshop and the uploading of photographs has become a main source of editing for journalists, as they can edit and change pictures to suit their story or their angle. Other programmes such as open source, character animation software, and more give people the opportunity to download these features which give anyone the chance to create art that would otherwise be reserved for specialists, or would have to be constructed on paper had the programme not been invented. This shows the positives and advantages of having these artistic, creative programmes available to us, as anyone has the chance to create this form of art.

In terms of other art forms such as literature, technology has recently been significantly upfront about new forms of reading. Literature is one of the oldest forms of education in the world. Reading and writing is one of the main skills you learn in primary education and you are generally expected to have extensive skills in both areas. Books and text are the classic ways of demonstrating these skills. With the internet, reading and typing are the new forms of reading and writing. You have to physically read what's on the screen, but typing has the same properties of writing apart from the physical action.

Kindle's, iPads and E-books are among new technologies which allow you to read books and texts on a screen that isn't a traditional computer or laptop. Although expensive, they've become very popular with all ages. ''IApple's iBookstore has seen 1.5 million books uploaded since 2010, with more than 400 million downloads. There are reportedly 2,500 U.S. classrooms using iBooks textbooks.'' - iBook stats


(Apple iPad)


These gadgets have become increasingly popular. 41% of readers of e-books consume their books on an e-book reader like original Kindles or Nook. This shows the popularity of e-books as well as the gadgets. E-books are the term for books downloaded onto and read from your tablet/device. The advantages of this is that the books are quick and easy to access, they are normally cheaper than buying paper back books, and are easier to store and read again. 

There is always the argument of the authenticity and experience of buying and reading a paper back book. According to statistics, more than 70% of adults prefer reading a paperback book to an e-book. 

Reading


Inanimate Alice 

In our workshop we were told to go onto the website 'www.inanimatealice.com' and look around to see what we thought.

The website states clearly it is a website for children and pre-teenagers to help to teach them to read digitally and it is available in many other languages. It says it's interactivity helps the individual to co-create their own versions of the stories and to make their own decisions to keep them interested. This is a free and easy method of teaching that more and more teachers are supposedly starting to use.

''Designed originally as entertainment, Inanimate Alice has been adopted by teachers eager to develop their students' digital literacy skills. Available in French, German, Italian and Spanish and created around a high-quality robust text, the story provides the ideal context for teaching global citizenship and for learning across the curriculum.'' - Inanimate Alice Website  




Personally after taking part in Episode 1 of inanimate alice, I found the activities quite tedious as it's obviously not directed at my age group, however I know if I were to use this when I was at the intended age I probably would've found it a lot more interesting. It's intention is to help children learn to read digitally and manually. The interactivity of having to use the 'player' as a camera at points and having to click on different things, as well as the tabs at the sides are useful however I personally wouldn't find it useful for learning to read as it's quite hard to concentrate because of all the background noises that are quite frankly irrelevant and annoying.

I can see how it would be relevant and quite successful in a primary education curriculum as it's obviously crucial for children to learn to read, and perhaps for children less inclined to traditional education and teaching this might be more attractive for the student as it is interactive and on the computer which children now find most desirable thanks to the evolution and constant reminder of technology today.

According to my peer Deena, she had the same mindset as me in that we can both see how it would be helpful for children however personally we both wouldn't use it. Deena doesn't see the point or  understand how it would help children in the long run. I do see her point in that learning to read electronically could have it's downsides in contrast to learning to read the usual way, through physical books and words.

Sunday 27 January 2013

Semantic web/data journalism

The Internet is a main feature of society today, and probably will be for the foreseeable future. The history and facts about the internet have been explored previously in this unit, whereas now we are starting to dive deeper in the details and particulars of the internet. The World Wide Web, or WWW was invented by Tim Berners-Lee. We all know and use this system as a way to categorise our web pages in a way that we are familiar with and that we recognise.

The Semantic Web is similar to spoken language, as we speak in a way and a structure in which we can all understand, obviously depending on the language we're speaking. It sorts information into data which is easy to read for the computer, into numbers and equations which can be transferred into documents and other programmes.

In terms of Journalism, this can link to my job being to convey information and news to people in a way which they'd understand. For example, If I were reporting on a scientific matter such as a space feature, I would have to adapt and change the jargon and language to what everyone can understand.

Journalists often use data journalism to make things easier and simpler for everyone to understand, also in a quicker way. They've started using graphical methods of conveying information, for example in charts and tables.

This data journalism handbook can explain and give examples of data journalism with tributes from people all over the world, making it a global thing.

One particular example is the use of maps, particularly in online journalism however are also used in print and other methods. They're particularly helpful in showing links between areas for example if there was an outburst of robberies in a particular place. These are also often used on news bulletins.


This map may be used in any form of journalism to point out a particular place or correlation of evidence in this place.

Another example is that of charting youth unemployment.  This article uses charts and graphs to describe correlation between years and how many youths had employment.

Wednesday 16 January 2013

Wikipedia - should we use it?


Wikipedia is infamous for being the largest database quite literally anywhere. It would be physically impossible to fit the amount of information on Wikipedia in one book. Well that book would be incredibly heavy and impossible to read. Most students are told not to use it as an academic reference in any of their work. However, most students go to Wikipedia first to understand what ever it is they're writing about. So why don't teachers want you to get your information from one of the largest information databases ever created?

The problem with Wikipedia is that it's a self publishing database. Anyone anywhere can add their own information to it. Whatever is written in there is purely opinion and isn't necessarily fact. However, some academic scholars publish their works on Wikipedia Studies show that only 3.68% of each article published on Wikipedia was incorrect. 


Why do we use it?

Whenever you Google something, you can be sure Wikipedia is often the first, if not in the first five links that appear on the search engine. Not only popular, the way it is structured is extremely easy to read, which sub categories and sub headings everywhere so you don't have to read entire passages to gain the information you were looking for. 
It always involves links to other subjects or terms you might not understand or might be interested in. It also has all the information on one page so you don't have to keep searching and searching through endless pages of a boring online journal. Also, Wikipedia is completely free, very easy to use and access as long as you have an internet connection. 

One of the main problems with Wikipedia is the accuracy issue.

Some debates:

  • http://news.bbc.co.uk/1/hi/technology/4530930.stm
  • http://www.lifeslittlemysteries.com/1011-how-accurate-is-wikipedia.html
  • http://www.pcworld.com/article/251796/has_wikipedia_beat_britannica_in_the_encyclopedia_battle_.html
There will always be a debate about the accuracy of the website, however it is entirely your choice of whether you use it or not. For finding out quick little facts about someone or a place  it's very useful, however in an academic piece of work it's often frowned upon as an academic reference because it's so obscure as to who wrote it, when and where the information came from.

Rhiannon has raised some very good points in her view on Wikipedia, I found it particularly interesting that ''Wikipedia are also able to block certain pages from being edited if they are considered at a 'high risk' of vandalism or propaganda, for example the pages on the Iraq War and the September 11th Attacks are blocked for editing by anybody who isn't a registered user with the right credentials.''  

Personally, I will always go to Wikipedia first if I don't understand a term or a concept, because of the easy understandings and accessibility it offers. It gives a definition or a statement at the top of the page in an easy to find and read format which is always helpful. I can understand why it is unsuitable for referencing in academic essays for example, however I do think If certain pages were to be verified and certified such as the pages on 9/11, they should be accepted as referenced and citied sources. 



References/ Read More:

Wikipedia Accuracy: http://news.cnet.com/2100-1038_3-5997332.html
http://www.livescience.com/7946-wikipedia-accurate.html




Cyberstalking

''Facebook stalk'' and ''Fraping'' are new terms used commonly in the English language today, although perhaps not in a standard manner. These phrases have derived from the now mainstream use of the social networking site Facebook.

Cyberstalking is a more recent phrase, with the word 'cyber' only recently becoming into vocabulary thanks to the popularisation of the use of 'cyber space' (the internet). This entitles a person using the internet/mobile phone to quite literally stalk a person. There are a variety of ways in which this could happen, either through social networking sites like Facebook or hacking accounts. They can also use calling and texting as a threat.

Statistics show that 74% of victims are all female. The stereotype of cyber stalking is usually a man stalking a woman for whatever reason, more than likely an ex girlfriend or with some form of relationship. It doesn't distinctly limit to one person. One cyber stalker could have hundreds of victims thanks to the ease and anonymity the internet allows you.
It's also not always men who commit the crime. As previously mentioned, the internet allows anyone to have anonymity. It requires no actual skill other than subtlety.

Victims of cyber stalking could have literally no idea they are being stalked. Someone could find out where you are simply with your phone, with new GPS systems that are programmed into smart phones such as iPhones. Facebook and Twitter are also social networking sites that people use carelessly, thinking nothing of sharing their personal information. 

There are laws which cyberstalking come under to help victims prosecute their attackers. Changes were made to these laws in 1997 to accommodate the new technology:


14. Section 2A(3) lists examples of behaviours associated with stalking. The list is not an exhaustive list but gives an indication of the types of behaviour that may be displayed in a stalking offence. The listed behaviours are:
  • following a person
  • contacting, or attempting to contact, a person by any means
  • publishing any statement or other material (i) relating or purporting to relate to a person, or (ii) purporting to originate from a person
  • monitoring the use by a person of the internet, email or any other form of electronic communication
  • loitering in any place (whether public or private)
  • interfering with any property in the possession of a person
  • watching or spying on a person
The problem with cyber stalking is that being on the internet gives you anonymity, and it's very hard to track someone. IP addresses can be tracked down by the police and investigators, however it's hard to tell who was on that computer, especially if they were using a public domain or in a different location. They can also use false or other peoples identities and therefore accounts/phones to commit their acts. 





The Digital Mind

The digital body has become a phonemonon that can prolong, save and make human life. Technology has been constructed to help us survive illnesses, injury and diseases. This in itself is truly amazing and previously thought impossible. Now, technology is supposedly affecting our minds. Not our brains, which technology can easily guide with pacemakers, wires and nerve endings. Our relationship with technology is becoming more and more dependant, and as humans we are becoming more lazy in our actions that technology can do easier and quicker for us, such as thinking.

As human beings we all have our own mind and free thought. Machinery is starting to adapt to this feature. Small things that we don't even think about whilst using technology show signs of technological intelligence, or artificial intelligence such as spell-check on Microsoft word, or the ''did you mean..'' tool used on Google.



Nothing will ever replace a human brain. Or so we think. It's been shown that humans only use a small amount of their entire brain capacity. As shown above, technology is being adapted to think for us. Robots is a common term often used in sci-fi films and books, however they are often not thought to be real things. There are many definitions for the world. Some people associate it with any form of machinery which moves without human support. Some people refer it to a mechanical version of a human. Robots are in fact everywhere. They are used for so many different things, and are now even becoming self controlled.






With the development of these robots, being used in factories to make things such as cars, it's not extreme to suggest they could soon be used for more personal activities.

Alan Turing is known as the father of Artificial Intelligence. He was a great computer scientist and invented a machine that could judge the intelligence of other machines, leading other scientists to wonder and suspect about the invention of an electronic brain.

Artificial Intelligence has been explored a lot in popular culture, making it a very popular theme for lots of films, books and television programmes.


While robots have shown to be mechanical versions of human, they are not yet entirely human. Obviously, they do not have all the features we do as humans, such as a beating heart, organs and flesh. Perhaps more importantly, they don't have the privilege of having free will and thought. They are always controlled by humans, such as this CHARLI robot. However humans can sometimes be controlled by machines, for example a pacemaker controls a human heart. There is always that question of what will happen if robots someone obtain free thinking and will? Could it literally mean the end of man kind being the top of the animal kingdom? Would they be able to be stopped? Although this seems somewhat ridiculous and extreme, the thought of a mechanical heart also seemed ridiculous and extreme, and that has become a common medical practice.






Digital Voices - Computer-mediated Communications.

For the past 30/40 years, we have all at some point in our lives, some much frequently than others, been communicating through a media/technology device. This method of communication started way before 30/40 years ago when it came into mainstream society.

Forms of communications have changed and been developed throughout thousands thousands of years. Reading and writing was well enough, however the actual sending and receiving of the message was the tricky part. Communicating at a distance is pretty cheap now, with the invention of the postal service and telephone and e-mail devices. Previously, messages had to be physically sent to one another. This often depended on how fast a person could run or how fast and far they could ride their horse. These times were often for war and times of calling for help. A much faster method that could go further was lighting beacons. This was seen in The Lord of the Rings: The Return of the King.

http://www.youtube.com/watch?v=sIhnYFRu4ao

Writing is the most obvious form of communication apart from face to face communication Writing and communicating through symbols have dated thousands of years ago, even back to 6000bc, when the Jiahu symbols of Ancient China were found scribed on tortoise shells. Egyptian hieroglyphics are another more popular example of ancient communication through writing.

xprwG41m&t r

The development of languages and properties like the alphabet, meant that spelling, grammar and definitions could be standardised. Bibles and dictionaries were among the first books to be written and published. The practicalities of hand writing these massive books and the ever changing additions to the dictionary meant that nothing was ever entirely accurate or up to date. The limitations of hand writing and the rarity of the actual ability to read and write meant that writing, reading and books were limited to the hands of royalty and people of high status such as priests.

William Caxton is thought to be the first man to introduce the printing press into English society. This is highly significant in the history of communication as it triggered a chain reaction of more books being printed and published, and the result could have been highly different if Caxton had not published anything.

The publishing of a mass of books meant British culture in particular were introduced to literature and more information on a wide scale. In the coming years, telegrams, telegraphs and other methods of communication developed, including national broadcasting through radio where you can get one message out to a lot of people. However the communication here was always one sided, in that you can get one message out instantly however you cannot instantly receive a reply.

The invention of the internet was a breakthrough in itself. However the invention of the electronic mail (e-mail) was an even bigger breakthrough in the terms of communication. The first e-mail was sent in 1971, but wasn't embraced properly until the 1990's, when the world wide web was popularised and computers became more accessible for everyone.

Online Identity

With e-mail being the new method of communication, there was room on the internet for a new form of communication. IM or Instant Messaging was first used in multi-user systems such as UNIX ''talk'' in the 80's to give commands to other users. Social IM'ing took off in the late 80's/early 90's with AOL messenger and IRC chat rooms. Adventure games first used the form of Instant Messaging, however usually in a fantasy mode where they make up stories and follow rules and directions, such as in the Colossal Cave adventure. This form of IMing carried on developing for a few years. For younger generations, MSN was the popular form of IMing, as it was free and easily accessible.



As well as e-mailing, IMing and communicating via the internet, another phenomenon was happening not to far away. Texting/SMSing was the next craze, with the first real text being sent in 1992 by Neil Papworth, via the Vodaphone network. http://www.thegeminigeek.com/who-invented-texting/

IM'ing was the beginning of what would be known as social networking. MySpace, Facebook and Twitter are the main sites which define social networking. However, like the crazes which have come before them, some social networking sites have literally died out.

Facebook and Twitter are undoubtedly the most popular social networking sites today.

MySpace, Bebo, Piczo (R.I.P), and Hi5 are among the social networking sites that used to be popular. Each sites had their own characteristics, some dedicated to music (MySpace) some to website making (Piczo) and some simply to keep in contact with friends (Bebo and Hi5). So why did they close down or become less popular?  Facebook.

Facebook has over 800 million users, and it's hard to find anyone in the age range of around 13-40 who hasn't got one, or at least used to have one. Facebook makes it very easy to stay in contact with as well as meet new people. It enables you to see photo's and videos of you and your friends, it has a massive sharing content with lots of 'fan' pages for celebrities and other things you may have an interest it.

There are many explanations for why Facebook is so popular. It really depends on who you ask and why they use it. Most people would say to keep in contact with friends as it's free, quick and easy. There is always the possibility that Facebook will die out, however in contrast to the ones that have, the timing is right. More people are using the internet and have better access to the internet immediately than ever before, therefore people have the means to keep their accounts going. 








History of technology/Myth of technology p.1

The invention and the popularisation of the internet among other technical devices have led society to let a number of cultural factors influence the way we see and understand such things.

The progression of the internet in itself is astonishing, and the people who made these developments also brought about many 'myths' of the technology they were creating, also leading society into false beliefs.

''Technology'' can be the name for many things. As established previously, technology can relate from a pencil to a helicopter. In this instance of referring to technology as technological devices that we stereotype it with today.

Firstly, 'static electricity' was first discovered in 600 b.c by Thales of Miletus who wrote about amber being rubbed together and charging, creating electricity.

A thousand years later, in 1600 William Gilbert used the latin word for amber to make 'electricity'.

For the next few hundred years, electric technology developed further and further to make things like a running motor, new chemicals and properties found to make stronger electrical charges, and gas. Leading from this, clean water, lighting and communications through electrical means were brought into mainstream society, changing the way humans function in their everyday lives.

With all this progression, there is the question of what could possibly be next?

What can we learn from the history of technology?

With the mass expansion of technology, referring to the last century, we can learn that human kind are an adaptive and inventive race. We have completely changed our way of life, as the web affects almost every aspect of every day life. More than half of today's jobs involve a computer, even if you haven't gone into the computing industry. Social networking has impacted our home and social lives with websites like Facebook and Twitter. These sites also affect the way we receive news.

The company ''Xerox PARC'' have been a massive influence in the development of computing. Some of their most famous releases:

  • Ethernet (cable)
  • Laser printing
  • Personal home computer
  • Graphical user interface (GUI) - enables the interface to be controlled via electronic devices as opposed to text commands. 
Xerox are also known for collaborating with the giant Apple company, firstly releasing the Apple Macintosh (more commonly known as a Mac)

Cyberspace"A consensual hallucination experienced daily by billions of legitimate operators, in every nation, by children being taught mathematical concepts...A graphical representation of data abstracted from the banks of every computer in the human system. Unthinkable complexity. Lines of light ranged in the non-space of the mind, clusters and constellations of data. Like city lights, receding..."
(William Gibson - Author.)

Cyberspace could be seen almost as a community. An online community with millions of bits of information and millions of users, like another world or country. Like a country, it has it's own rules and declarations.

A Declaration of the Independence of Cyberspace:

by John Perry Barlow <barlow@eff.org>

Governments of the Industrial World, you weary giants of flesh and steel, I come from Cyberspace, the new home of Mind. On behalf of the future, I ask you of the past to leave us alone. You are not welcome among us. You have no sovereignty where we gather.
We have no elected government, nor are we likely to have one, so I address you with no greater authority than that with which liberty itself always speaks. I declare the global social space we are building to be naturally independent of the tyrannies you seek to impose on us. You have no moral right to rule us nor do you possess any methods of enforcement we have true reason to fear.
Governments derive their just powers from the consent of the governed. You have neither solicited nor received ours. We did not invite you. You do not know us, nor do you know our world. Cyberspace does not lie within your borders. Do not think that you can build it, as though it were a public construction project. You cannot. It is an act of nature and it grows itself through our collective actions.
You have not engaged in our great and gathering conversation, nor did you create the wealth of our marketplaces. You do not know our culture, our ethics, or the unwritten codes that already provide our society more order than could be obtained by any of your impositions.
You claim there are problems among us that you need to solve. You use this claim as an excuse to invade our precincts. Many of these problems don't exist. Where there are real conflicts, where there are wrongs, we will identify them and address them by our means. We are forming our own Social Contract . This governance will arise according to the conditions of our world, not yours. Our world is different.
Cyberspace consists of transactions, relationships, and thought itself, arrayed like a standing wave in the web of our communications. Ours is a world that is both everywhere and nowhere, but it is not where bodies live.
We are creating a world that all may enter without privilege or prejudice accorded by race, economic power, military force, or station of birth.
We are creating a world where anyone, anywhere may express his or her beliefs, no matter how singular, without fear of being coerced into silence or conformity.
Your legal concepts of property, expression, identity, movement, and context do not apply to us. They are all based on matter, and there is no matter here.
Our identities have no bodies, so, unlike you, we cannot obtain order by physical coercion. We believe that from ethics, enlightened self-interest, and the commonweal, our governance will emerge . Our identities may be distributed across many of your jurisdictions. The only law that all our constituent cultures would generally recognize is the Golden Rule. We hope we will be able to build our particular solutions on that basis. But we cannot accept the solutions you are attempting to impose.
In the United States, you have today created a law, the Telecommunications Reform Act, which repudiates your own Constitution and insults the dreams of Jefferson, Washington, Mill, Madison, DeToqueville, and Brandeis. These dreams must now be born anew in us.
You are terrified of your own children, since they are natives in a world where you will always be immigrants. Because you fear them, you entrust your bureaucracies with the parental responsibilities you are too cowardly to confront yourselves. In our world, all the sentiments and expressions of humanity, from the debasing to the angelic, are parts of a seamless whole, the global conversation of bits. We cannot separate the air that chokes from the air upon which wings beat.
In China, Germany, France, Russia, Singapore, Italy and the United States, you are trying to ward off the virus of liberty by erecting guard posts at the frontiers of Cyberspace. These may keep out the contagion for a small time, but they will not work in a world that will soon be blanketed in bit-bearing media.
Your increasingly obsolete information industries would perpetuate themselves by proposing laws, in America and elsewhere, that claim to own speech itself throughout the world. These laws would declare ideas to be another industrial product, no more noble than pig iron. In our world, whatever the human mind may create can be reproduced and distributed infinitely at no cost. The global conveyance of thought no longer requires your factories to accomplish.
These increasingly hostile and colonial measures place us in the same position as those previous lovers of freedom and self-determination who had to reject the authorities of distant, uninformed powers. We must declare our virtual selves immune to your sovereignty, even as we continue to consent to your rule over our bodies. We will spread ourselves across the Planet so that no one can arrest our thoughts.
We will create a civilization of the Mind in Cyberspace. May it be more humane and fair than the world your governments have made before.

Davos, Switzerland

February 8, 1996.

This text makes it literally seem like a new land has been discovered and it is being claimed. In a way, cyberspace is a different world in which you can indulge yourself and get away from your own life. The internet is so broad that there are so many things to do and look at, you can use it as a form of escapism

A question set to us to think about was ''Does history help me understand my own relationship with technology?'' 

Personally, knowing how much progress has been made and how much time and effort has been put into inventions that I take for granted, such as mobile phones and the internet makes me appreciate them. 
Looking at how far we've come in terms of discovery and invention, it's unreal to think we could have even more complex technology in centuries to come. I realise that I am dependant on certain technologies such as my phone and the internet for everyday things. The University uses the internet to send us messages and give us help and guidance with our work, without it it would be a lot harder to obtain information quickly. It makes me wonder what else could possibly be achieved using technology?