Tech That, Bully!

2020 ◽  
pp. 668-685
Author(s):  
Maria Rosa Miccoli ◽  
Giulia Gargaglione ◽  
Simone Barbato ◽  
Lorenzo Di Natale ◽  
Valentina Rotelli ◽  
...  
Keyword(s):  
Virtual Reality ◽  
New Media ◽  
Instant Messaging ◽  
Psychological Impact ◽  
Traditional Bullying ◽  
Online Bullying ◽  
Vast Number ◽  
E Mail ◽  
The Web

Cyberbullying is inducing significant socio-cultural problems and psychological disorders, which require a rapid solution. Cyberbullying is an extension of the traditional bullying that involves the typical behaviors of bullying perpetrated through the use of various technologies, electronic devices in particular (e-mail, instant messaging applications, media, etc.). While providing differences between traditional bullying and cyberbullying, this review aims at investigating how the new media can be used to prevent such phenomenon and investigating its psychological impact on victims. The focus will be on tools and interventions that are capable of identifying online bullying, on existent treatments with special regard to strategies that take advantage of technologies to fight cyberbullying. In particular, the web will be considered as a mean to assist a vast number of people; moreover, the role of virtual reality as a tool to help victims overcoming psychological distress within safe and protected environments will be object of discussion.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

Technology in the Cities

2011 ◽  
pp. 881-887
Author(s):  
Susan A. Elwood ◽  
Marsha Grace ◽  
Claudia Lichtenberger
Keyword(s):  
Web 2.0 ◽  
Mobile Devices ◽  
Internet Use ◽  
Instant Messaging ◽  
Cell Phones ◽  
Software Applications ◽  
Collaborative Software ◽  
Physical Presence ◽  
E Mail ◽  
The Web

We are making progressive advances towards Weiser’s vision. Technologies are already being embedded into our environment. Smart floors can sense when a person has fallen and immediately send vital information to paramedic support (Abowd, Atkeson, Bobick, Essa, MacIntyre, Mynatt, & Starner, 2000). People are using mobile devices, such as cell phones for e-mail, instant messaging, Web browsing, games, and MP3 playback (Lendino, 2006). Presence technologies are already informing us as to our IM buddy’s physical presence, such as online, off-line, busy, or away from the desk. Current uses of the Web for searching, photos, music, video, various levels of electronic communities, and online, collaborative software applications are preparing users to advance to the next Web 2.0 level of Internet use. Combine Web 2.0 with expanded WiFi capabilities, and we won’t need large computing devices for sharing large amounts of data within virtual, collaborative environments.

Attacks on Online Banking and Commerce

2016 ◽  
pp. 1-19
Author(s):  
Kannan Balasubramanian
Keyword(s):  
Social Networking ◽  
Real World ◽  
Social Networking Sites ◽  
Social Life ◽  
Instant Messaging ◽  
Cell Phones ◽  
The Internet ◽  
Circle Of Friends ◽  
E Mail ◽  
The Web

With the arrival of the internet, cell phones, e-mail, instant messaging and social networking sites we can do many wonderful things electronically now that make our lives easier and more productive. We should get used to the idea that a good part of our social life can happen in cyberspace. You can keep up with your friends and meet new ones through a keyboard, microphone and a webcam. You can send a detailed e-mail, send a quick message or alert your circle of friends and followers about the latest details what's happening around you. At the same time, we should come to terms with the fact that the cyberspace is flooded with attacks from people who are unscrupulous in their intent to damage others in the cyberspace. The attacks date back to the time when telephone was invented, when the attackers found way to invade people's privacy. For most users, the web is just part of a well-rounded life that includes both a cyber world and a real world. The internet can be helpful, educational and fun. But It can also become an obsession leading to waste of time and money. Just because cyberspace is virtual, that does not mean that there are not real dangers out there. The same sort of bad people who can cause problems for people in the “real” world are also lurking on the internet. They spend their time looking for ways to steal your money, ruin your name or even cause you harm.

scholarly journals The role of orthopaedic trainees during the COVID-19 pandemic and impact on post-graduate orthopaedic education

2020 ◽  
Vol 1 (11) ◽  
pp. 676-682
Author(s):  
Gianluca Gonzi ◽  
Rhodri Gwyn ◽  
Kathryn Rooney ◽  
Joseph Boktor ◽  
Kunal Roy ◽  
...  
Keyword(s):  
Instant Messaging ◽  
General Medicine ◽  
Orthopaedic Care ◽  
Orthopaedic Training ◽  
The Uk ◽  
The Impact ◽  
E Mail ◽  
Orthopaedic Education ◽  
Theatre List

Aims The COVID-19 pandemic has had a significant impact on the provision of orthopaedic care across the UK. During the pandemic orthopaedic specialist registrars were redeployed to “frontline” specialties occupying non-surgical roles. The impact of the COVID-19 pandemic on orthopaedic training in the UK is unknown. This paper sought to examine the role of orthopaedic trainees during the COVID-19 and the impact of COVID-19 pandemic on postgraduate orthopaedic education. Methods A 42-point questionnaire was designed, validated, and disseminated via e-mail and an instant-messaging platform. Results A total of 101 orthopaedic trainees, representing the four nations (Wales, England, Scotland, and Northern Ireland), completed the questionnaire. Overall, 23.1% (23/101) of trainees were redeployed to non-surgical roles. Of these, 73% (17/23) were redeployed to intensive treatment units (ITUs), 13% (3/23) to A/E, and 13%(3/23%) to general medicine. Of the trainees redeployed to ITU 100%, (17/17) received formal induction. Non-deployed or returning trainees had a significant reduction in sessions. In total, 42.9% (42/101) % of trainees were not timetabled into fracture clinic, 53% (53/101) of trainees had one allocated theatre list per week, and 63.8%(64/101) of trainees did not feel they obtained enough experience in the attached subspecialty and preferred repeating this. Overall, 93% (93/101) of respondents attended at least one weekly online webinar, with 79% (79/101) of trainees rating these as useful or very useful, while 95% (95/101) trainees attended online deanery teaching which was rated as more useful than online webinars (p = 0.005) Conclusion Orthopaedic specialist trainees occupied an important role during the COVID-19 pandemic. COVID-19 has had a significant impact on orthopaedic training. It is imperative this is properly understood to ensure orthopaedic specialist trainees achieve competencies set out in the training curriculum. Cite this article: Bone Joint Open 2020;1-11:676–682.

scholarly journals Cryptography for Secure E-mail Communication

2019 ◽  
Vol 7 (2) ◽  
pp. 67-71
Author(s):  
Vibha Ojha ◽  
Ravinder Singh
Keyword(s):  
Social Media ◽  
Private Information ◽  
Instant Messaging ◽  
Online Data ◽  
Cryptographic Algorithms ◽  
Government Surveillance ◽  
Malicious Insiders ◽  
State Of Affairs ◽  
E Mail ◽  
The Web

Users share private information on the web through a variety of applications, suchas email, instant messaging, social media, and document sharing. Unfortunately, recentrevelations have shown that not only is users' data at risk from hackers and malicious insiders,but also from government surveillance. This state of affairs motivates the need for users tobe able to encrypt their online data specifically the e-mail communication. This paper shows the use of cryptographic algorithms for secure e-mail communication.

scholarly journals Algorithms of the Web

2017 ◽  
Vol 35 (5) ◽  
pp. 199-216
Author(s):  
Przemysław Szews
Keyword(s):  
Artificial Intelligence ◽  
Social Networks ◽  
Mobile Applications ◽  
Recommendation Systems ◽  
Information Distribution ◽  
Starting Point ◽  
The Future ◽  
E Mail ◽  
The Web

The article tackles the problem of the existence of algorithms in selected services and Internet websites. The interfacing of media is the starting point for this discourse, aimed at presenting the processes of automation in information distribution, the individualisation of messages and profiling in websites. The threats resulting from dynamically developing enterprises aimed at providing the website user with artificial intelligence – in terms of both social networks and mobile applications – are explicated in detail. The examples presented in the article refer to Internet recommendation systems, e-mail applications, voice assistants, and mechanisms responsible for the functioning of social networks. Speculations on algorithms omnipresent on the Web lead us to reflect on how the journalism will be redefined in the future, since it seems that the role of the journalist will be to moderate discussion and select the themes to be discussed; it is quite likely, though, that the themes selected will be compiled by specialised software.

scholarly journals The Cognitive Management of E-Testimony

1970 ◽  
Vol 4 (2) ◽  
pp. 202-208
Author(s):  
Saul Traiger
Keyword(s):  
Cognitive Load ◽  
Special Interest ◽  
Instant Messaging ◽  
File Sharing ◽  
Electronic Media ◽  
Epistemic Responsibility ◽  
The Individual ◽  
E Mail ◽  
The Web ◽  
Justificatory Status

This paper explores the the justificatory status of etestimony, the electronic transmission of testimony through such electronic media as e-mail, the web, instant messaging, and file-sharing. I argue that e-testimony introduces complexities in justification and cognitive management generally which should be of special interest to epistemologists and cognitive scientists. In contrast to ordinary non-technology mediated testimony, e-testimony is an impoverished stimulus. Users have to assess the epistemic and non-epistemic risks of accessing e-testimony with very little supporting information. This raises the cognitive overhead of such judgments. The paper explores mechanisms for reducing this cognitive overhead and more effectively managing e-testimony, including automated filtering and automated censorship of the incoming e-testimony stream. It is argued that such solutions may not reduce cognitive load, since epistemic responsibility still resides with the individual recipient of e-testimony.

scholarly journals Formal and substantial Internet information skills: The role of socio-demographic differences on the possession of different components of digital literacy

First Monday ◽  
2007 ◽  
Author(s):  
Marco Gui
Keyword(s):  
New Media ◽  
Digital Literacy ◽  
Substantial Part ◽  
Digital Inequality ◽  
Search Tasks ◽  
Gender And Education ◽  
Digital Skills ◽  
Information Skills ◽  
The Web

The literature about digital inequality has pointed out the role of so-called "digital skills" in contributing to a full exploitation of the opportunities of the Web for individuals. Research has started to measure the differences in online skills on a socio-demographic base, finding relevant disparities. Since different components of digital skills have been described in theory, it is not clear which of them are influenced by specific social variables and which are not. This study goes a step further in the analysis of "digital skills," concentrating on two different components of them: "formal information skills" and "substantial information skills." Complex search tasks were assigned to a quota sample made up of young people in northern Italy, divided by gender and education level. The results show that when other important variables associated with digital skills (age, experience with the Web, availability of hardware and software) are kept constant differences in gender and education have an influence on substantial information skills, but not on formal ones. This provides evidence for the assumption that a substantial part of digital skills represent a socially relevant factor for digital inequality, even when education and the spread of new media have standardized the level of formal skills.

scholarly journals Hverdagslivets nye medier

2010 ◽  
Vol 21 (3) ◽  
pp. 49-63 ◽  
Author(s):  
Rasmus Helles
Keyword(s):  
New Media ◽  
Everyday Life ◽  
Interpersonal Communication ◽  
Danish Population ◽  
Mediated Communication ◽  
Media Technologies ◽  
Integrative View ◽  
Personal Media ◽  
E Mail

Artiklen diskuterer spørgsmålet om, hvilke konsekvenser det har for hverdagslivet, at de fleste danskere inden for de seneste 10-15 år har fået både mobiltelefon, SMS og e-mail, og er begyndt at bruge dem flittigt. Artiklen bestemmer de personlige medier teoretisk med udgangspunkt i de typer af kommunikation, de understøtter og introducerer livsførelsesbegrebet som hverdagssociologisk ramme for analysen af, hvordan de personlige mediers potentialer indlejres i forskellige typer af hverdagsliv. Artiklen eksemplificerer den teoretiske og analytiske tilgang med en række analyser fra en interviewundersøgelse. Fundene fra analysen understreger behovet for at se på de personlige medier som et samlet system af muligheder, der er tilgængeligt for den enkelte og demonstrerer, at folk med forskellig livsførelse tager de personlige mediers muligheder til sig på karakteristiske måder. Søgeord: Interpersonel kommunikation, mobile medier, medieret kommunikation, hverdagsliv, livsførelse. ENGELSK ABSTRACT: Rasmus Helles: The New Media of Everyday Life This article discusses the role of personal media in everyday life. During the last 10-15 years, a large proportion of the Danish population has adopted new media technologies for interpersonal communication: Mobile phones (including SMS), e-mail and a number of other new media. These are all personal, both in terms of the communication they facilitate and by the fact that they are individually owned and operated. This article defines personal media in terms of the communication they support, and introduces the concept of ”conduct of everyday life” as a sociological framework for the analysis of integration of these personal media in everyday life. The article exemplifies this theoretical and analytical approach with findings from an empirical analysis of the use of personal media in everyday life. These findings underline the need to take an integrative view of personal media, and demonstrate how people with different manners of everyday life appropriate personal media in different and characteristic ways. Key words: Interpersonal communication, mobile communication, mediated communication, the conduct of everyday life.

The Relationship Between Forgiveness, Bullying, and Cyberbullying in Adolescence: A Systematic Review

2019 ◽  
pp. 152483801986909 ◽  
Author(s):  
Cirenia Quintana-Orts ◽  
Lourdes Rey ◽  
Everett L. Worthington
Keyword(s):  
Systematic Review ◽  
Future Research ◽  
Clinical Implications ◽  
Background Characteristics ◽  
Traditional Bullying ◽  
Online Bullying ◽  
The Past ◽  
Growing Body ◽  
The Relationship

The study of bullying in adolescence has received increased attention over the past several decades. A growing body of research highlights the role of forgiveness and its association with aggression. In this article, we systematically review published studies on the association among online and traditional bullying and forgiveness in adolescents. Systematic searches were conducted in PsycINFO, MEDLINE, PsycArticles, and Scopus databases. From a total of 1,093 studies, 637 were nonduplicated studies and 18 were eventually included. Together, these studies provided evidence that forgiveness and bullying behaviors are negatively related: Adolescents with higher forgiveness levels bully less. Similarly, forgiveness is negatively related to victimization: Adolescents with higher forgiveness show less victimization. Unforgiveness was positively related to traditional and online bullying. This relationship appears to be consistent beyond types of bullying, certain background characteristics, and forgiveness measures. These findings are discussed, and clinical implications and guidelines for future research are presented.

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