This is an extract from sky news which highlights the most important issues when weighing up the good/bad points of social networking.
Online paedophiles are cruising a virtual world to act out their sexual fantasies with young children.
"ordid virtual world of 'Wonderland'
Sky News reporter Jason Farrell has been investigating the darker side of the virtual world Second Life - and found an area called "Wonderland" that is being used by child abusers.
Farrell created his own character in the multiplayer online world to carry out his investigation over a number of months.
"Wonderland is a virtual children's playground where paedophiles cruise and kids are solicited," said Farrell.
"At first site it looks like a real-life playground.
"Here child-like avatars are not just playing on swings - they're offering sex. These are virtual children of all ages - even toddlers.
"After talking to one child I was offered a range of sordid and sick sexual acts.
"My avatar had entered a virtual paedophile ring. Obviously, I declined the offers and reported my disturbing findings."
Tuesday 13 November 2007
Second Life (abbreviated as SL) is an Internet-based virtual world launched in 2003, developed by Linden Research, Inc (commonly referred to as Linden Lab), which came to international attention via mainstream news media in late 2006 and early 2007.[4][5] A downloadable client program called the Second Life Viewer enables its users, called "Residents", to interact with each other through motional avatars, providing an advanced level of a social network service combined with general aspects of a metaverse. Residents can explore, meet other Residents, socialize, participate in individual and group activities, create and trade items (virtual property) and services from one another.
Second Life is one of several virtual worlds that have been inspired by the cyberpunk literary movement, and particularly by Neal Stephenson's novel Snow Crash. The stated goal of Linden Lab is to create a world like the Metaverse described by Stephenson, a user-defined world in which people can interact, play, do business, and otherwise communicate.[6] Second Life's virtual currency is the Linden Dollar (Linden, or L$) and is exchangeable for real world currencies in a marketplace consisting of residents, Linden Lab and real life companies.
While Second Life is sometimes referred to as a game, this description does not fit the standard definition. It does not have points, scores, winners or losers, levels, an end-strategy, or most of the other characteristics of games, though it can be thought of as a game on a more basic level because it is "played for fun".
In all, more than 9.8 million accounts have been registered, although many are inactive, some Residents have multiple accounts, and there are no reliable figures for actual long term consistent usage. Despite its prominence, Second Life has notable competitors, including There, Active Worlds, and the more "mature" themed Red Light Center.
Second Life is one of several virtual worlds that have been inspired by the cyberpunk literary movement, and particularly by Neal Stephenson's novel Snow Crash. The stated goal of Linden Lab is to create a world like the Metaverse described by Stephenson, a user-defined world in which people can interact, play, do business, and otherwise communicate.[6] Second Life's virtual currency is the Linden Dollar (Linden, or L$) and is exchangeable for real world currencies in a marketplace consisting of residents, Linden Lab and real life companies.
While Second Life is sometimes referred to as a game, this description does not fit the standard definition. It does not have points, scores, winners or losers, levels, an end-strategy, or most of the other characteristics of games, though it can be thought of as a game on a more basic level because it is "played for fun".
In all, more than 9.8 million accounts have been registered, although many are inactive, some Residents have multiple accounts, and there are no reliable figures for actual long term consistent usage. Despite its prominence, Second Life has notable competitors, including There, Active Worlds, and the more "mature" themed Red Light Center.
Advantages and Disadvantages of Social Networking
Practicing social skills. Kids get a chance to meet all kinds of people online. Because socializing via technology isn't as immediate as face-to-face interactions or telephone conversations, kids have a little more time to think about a situation before they respond. This is an opportunity for them to experiment with greetings, responses, etc.
Defined/guided social interaction. While online communication technologies increasingly allow for free-form interaction, social interaction can be narrowed (for purposes of scope and safety). Some examples of focused interaction online include buddy/friend lists, moderated themed chat rooms or message boards, and, for younger children, the opportunity for parents to help a child by typing or reading along some of the time. This can help children build skills and confidence that will help them become more independent as they mature.
Creating private social spaces. More and more public places are watched so closely by adults that kids (especially teens) feel they can’t gather in groups without parents or another authority figure keeping track of them. Traditional hangouts like shopping malls are increasingly becoming “off limits” to unsupervised teens. Similarly, the corner store, pizza place, and video arcade are either scarce, or are unsafe or unfriendly toward kids who just want to "hang out."
Identity experimentation. A child can create an identity online that is different from what he normally presents. For example, a kid who really likes comics can be the “king of all comic knowledge” online without being teased about it at school. Such a child can also find a peer group online that appreciates this aspect of him.
Frequent use of existing and emerging/changing technologies. Technology is evolving faster than ever before. As children learn to adapt to new technologies (or new applications of existing technologies), they will be better equipped to adapt to future technology. This will help them quickly assess the risks of communicating through these new methods and adapt their behavior to maintain control over their own safety.
Additional Benefits for Kids with LD and AD/HD
Marshall H. Raskind, Ph.D., Director of Research and Special Projects at Schwab Learning explains that online social networking can be a normalizing experience for kids with LD or AD/HD. Some research suggests that people are more willing to disclose personal information online because of the anonymity. This means kids with special needs can express themselves, including thoughts and feelings, more easily and without fear of the rejection they may experience in “real” life. [Visit SparkTop.org, Schwab Learning's website for kids, for examples of such creative expression.]
The Risks of Networking Online
The risks of networking online are becoming well-known, in part through media attention. Risks for children and teens include:
Sharing one’s personal information with the “wrong crowd.” Unsupervised online contact with adults, older kids, or manipulative kids can potentially lead to personal physical danger.
Bullying. This may occur online only, or it may spill over to offline bullying committed by a school mate who has located his victim online.
The “permanency” of online profiles. Once information has been shared on the Internet — it’s out there … forever! Retrieving information that others have read and captured is nearly impossible. Sharing one’s personal profile, words, pictures, and videos can potentially lead to future embarrassment, harassment, and even discrimination in employment and school admissions (although the latter concern is being addressed).
Misinformation. Kids can find inaccurate and misleading information about safe sex, drug use, and racism/hate online.
Additional Risks for Kids with LD and AD/HD
Dr. Raskind notes that kids who have learning and attention problems may be especially vulnerable to online risks if they have traits and tendencies such as:
Impulsivity. A child who is impulsive may react or even hit the “send” button before carefully reviewing his message and its meaning.
Misreading or misunderstanding social cues. A child who misinterprets messages from other kids online may react internally or externally in a way that is inappropriate. The combination of being oversensitive and perhaps having trouble reading could cause such a reaction.
Difficulty with written expression. He may also be at risk for expressing something in writing that doesn’t accurately convey what he intends.
Loneliness. A child who craves social acceptance may be more easily lured into an unsafe online relationship. Online predators look for kids who communicate low self-esteem, which makes them a more vulnerable to bullying or predators
Defined/guided social interaction. While online communication technologies increasingly allow for free-form interaction, social interaction can be narrowed (for purposes of scope and safety). Some examples of focused interaction online include buddy/friend lists, moderated themed chat rooms or message boards, and, for younger children, the opportunity for parents to help a child by typing or reading along some of the time. This can help children build skills and confidence that will help them become more independent as they mature.
Creating private social spaces. More and more public places are watched so closely by adults that kids (especially teens) feel they can’t gather in groups without parents or another authority figure keeping track of them. Traditional hangouts like shopping malls are increasingly becoming “off limits” to unsupervised teens. Similarly, the corner store, pizza place, and video arcade are either scarce, or are unsafe or unfriendly toward kids who just want to "hang out."
Identity experimentation. A child can create an identity online that is different from what he normally presents. For example, a kid who really likes comics can be the “king of all comic knowledge” online without being teased about it at school. Such a child can also find a peer group online that appreciates this aspect of him.
Frequent use of existing and emerging/changing technologies. Technology is evolving faster than ever before. As children learn to adapt to new technologies (or new applications of existing technologies), they will be better equipped to adapt to future technology. This will help them quickly assess the risks of communicating through these new methods and adapt their behavior to maintain control over their own safety.
Additional Benefits for Kids with LD and AD/HD
Marshall H. Raskind, Ph.D., Director of Research and Special Projects at Schwab Learning explains that online social networking can be a normalizing experience for kids with LD or AD/HD. Some research suggests that people are more willing to disclose personal information online because of the anonymity. This means kids with special needs can express themselves, including thoughts and feelings, more easily and without fear of the rejection they may experience in “real” life. [Visit SparkTop.org, Schwab Learning's website for kids, for examples of such creative expression.]
The Risks of Networking Online
The risks of networking online are becoming well-known, in part through media attention. Risks for children and teens include:
Sharing one’s personal information with the “wrong crowd.” Unsupervised online contact with adults, older kids, or manipulative kids can potentially lead to personal physical danger.
Bullying. This may occur online only, or it may spill over to offline bullying committed by a school mate who has located his victim online.
The “permanency” of online profiles. Once information has been shared on the Internet — it’s out there … forever! Retrieving information that others have read and captured is nearly impossible. Sharing one’s personal profile, words, pictures, and videos can potentially lead to future embarrassment, harassment, and even discrimination in employment and school admissions (although the latter concern is being addressed).
Misinformation. Kids can find inaccurate and misleading information about safe sex, drug use, and racism/hate online.
Additional Risks for Kids with LD and AD/HD
Dr. Raskind notes that kids who have learning and attention problems may be especially vulnerable to online risks if they have traits and tendencies such as:
Impulsivity. A child who is impulsive may react or even hit the “send” button before carefully reviewing his message and its meaning.
Misreading or misunderstanding social cues. A child who misinterprets messages from other kids online may react internally or externally in a way that is inappropriate. The combination of being oversensitive and perhaps having trouble reading could cause such a reaction.
Difficulty with written expression. He may also be at risk for expressing something in writing that doesn’t accurately convey what he intends.
Loneliness. A child who craves social acceptance may be more easily lured into an unsafe online relationship. Online predators look for kids who communicate low self-esteem, which makes them a more vulnerable to bullying or predators
WEB 20 research
Web 2.0 refers to a perceived second generation of web-based communities and hosted services such as social-networking sites, wikis, and folksonomies which aim to facilitate creativity[citation needed], collaboration, and sharing between users. The term gained currency following the first O'Reilly Media Web 2.0 conference in 2004. Although the term suggests a new version of the World Wide Web, it does not refer to an update to any technical specifications, but to changes in the ways software developers and end-users use webs. According to Tim O'Reilly, "Web 2.0 is the business revolution in the computer industry caused by the move to the internet as platform, and an attempt to understand the rules for success on that new platform."
Some technology experts, notably Tim Berners-Lee, have questioned whether one can use the term in a meaningful way, since many of the technology components of "Web 2.0" have existed since the early days of the Web.
Some technology experts, notably Tim Berners-Lee, have questioned whether one can use the term in a meaningful way, since many of the technology components of "Web 2.0" have existed since the early days of the Web.
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