MY FEELINGS OVERALL....

NCT for me has been challenging yet extremely thought-provoking. Prior to this subject I was definitely very close minded in regards to technology. Despite actually using numerous sources of technology and being constantly and intensely engaged in a diverse range of Communications, prior to this subject I was definitely very close minded in regards to technology. This subject has expanded my knowledge as it actually gave me a deep and thorough insight into the orientation of certain technologies, and all their various components and functions.

At the beginning I was extremely overwhelmed by the course content and felt there was no way I could possibly understand any of the technology jargon and complex subjects. I felt BOMBARDED and was fearing failure! YET as I progressed through the course I began to understand that further research and going over and over my lecture notes would see me with a clearer understanding of key concepts.

NOW...the movies....VERY CONFUSING...AT FIRST! But what I realised that by actually going home and googling or using other search engines :P I could get plot over views and the themes of the movies. This enabled me to actually watch the films with a knowledgeable insight into what was ACTUALLY HAPPENING and perhaps even why.

One idea that still remains at the front of my brain is about content on the internet and how there is a whole lot of sh*t out there! Especially when searching for key dates, times, numbers etc...therefore I have learnt RESEARCH RESEARCH RESEARCH RESEARCH and definitely try to suss out the credibility of the web pages you are accessing!

The most interesting concepts for me:

• Virtual Reality idea such as 'Second Life' and in particular the physiological effects it can cause and also the different types eg. projection and immersion
• open source software...I HAD NO IDEA THIS ACTUALLY EXISTED! I must invest in this!!!!!
• I thought the internet and www were the same thing... :P but now Im INFORMED!
• the whole idea of e-democracy and how media restrictions effect our democratic society.

ALSO, being given the chance to devise my own subject topic for the essay in the end was very beneficial. This is because I actually got satisfaction and pleasure from researching and writing about something that interested me! Don’t get me wrong...it was a difficult process in actually find a topic to write about!! haha but in the end...it was very rewarding!

I want to say that the blog assessment is great, because it actually forced me to create lecture notes which were very beneficial for my exam preparation! Without this blog...I honestly believe I would have been very far behind! DEFINENTLY gave me some motivation to WORK WORK WORK!!!!

I CAN USE PHOTOSHOP NOW!!!!! WOOOOOHOOOO!

The only suggestion I have is, for dumbies like me or for those who take a while to get a grasp on new, complex ideas/concepts...maybe as a part of the tutorial we could have a discussion of sections the students don’t understand?...Just a suggestion though! But also by reading through the textbook it did very much help...and you were a great help as well Jules :)

But despite my feelings of doubt at the beginning, I am very much pleased with the course content and surprisingly I did get something out of learning about technology. And it is definitely information I can apply to everyday life!

.......so yes TOP COURSE!!!!!!!!!!! I learnt quite a bit actually :)

THANKS JULES

ps. I hope you got your car back..

WEEK 12 notessss YERRRHAAAAA

GREAT LECTURE....

I ACTUALLY, FOR THE FIRST TIME, UNDERSTOOD WHAT WAS HAPPENING! YAY!

Go Adam Go!

HERE IS WHAT I GRASPED FROM THE LECTURE...

Free Software, Open Source, Creative Commons, Electronic Frontiers Foundation

• 
  The more we use computers to create things, the more we put our lives up on the internet, the more important it is to be aware of how the law affects our choices.
• 
  Commercial software that is extremely expensive is known as proprietary software- software that is owned by the company that sells it.
• 
  Computer programmers- the people who write the instructions that make computer programs work. The instructions that programmers write are referred to as source code, or code. This source code that commercial companies write is usually locked. You can't change a program without getting access to its code. You can't fix problems if you find them, so you have to wait for the owner to put out updates and patches- Windows. You could reverse engineer the software, but it is illegal to reverse engineer that code to find out how it works.
• Free and Open Source Software refers to a kind of software that is different to Proprietary Software in a number of significant ways
  
  Founder of the Free Software Foundation- Richard M. Stallman.
  · Users can run software for any purpose.
  · Users can closely examine software and can freely modify it to meet their needs.
  · Users can give copies of software to others.
  · Users can freely distribute their improvements to the broader public.
  
  
• Part of the way that Open Source software works is the idea of Copyleft (Stallman- "copyright flipped over"). It is concept behind putting stuff on net for free. The legally-binding contract that controls FS is called the GPL (General Public License), it protects those who invest time into making really good programs that are not sold for commercial gain.
• 
  The FS model was the computing community until Microsoft said proprietary software was the best business model for making profits. Economically, legally, and morally FS allows you access to software that does what it says it will without having restrictions.
  The internet would not exist if it wasn't for free software.
• 
  Some common examples of open source programs:
  · Alternative to Microsoft's Internet Explorer you can try ‘Mozilla’s Firefox’. It is quicker at loading pages. It's available for all operating systems. You can customise it.
  Alternative to Microsoft Office there is 'Open office'.
• 
  The 'GNU/Linux operating System is free alternative to Windows or MacOS. You can do anything on Linux that you can do with windows. CD versions available so you don’t have to install anything on hard drive.
• 
  MSN messenger,- there's different programs you can get which are available that will let you use any of the IM networks.
• 
  Photoshop alternative- GIMP.
  
  The Creative Commons
• 
  People have used FS and copyleft and applied it create what they call 'The Creative Commons'. If want your work to be free from copyright but still be subject to legal protection as original creator, you can apply a creative commons license.
• 
  You can use Creative Commons licenses on your blog content, on your photos and images, on your music files, on your home page. It gives us the freedom to use information responsibly, morally and legally without fear of being sued by big corporation who has enough money to hire a team of lawyers to make full use of the legal system.
• 
  The Electronic Frontier Foundation
• 
  The EFF deals with the law and digital media across the whole spectrum. They are concerned with keeping the internet open for people to have access to, without being restricted by govt and corporate interests.
  EFF and the Creative Commons are non-profit orgs.
  

Week 11 - CYBERPOLITICS

I struggled to grasp any of the concepts raised in today is lecture...

Therefore I shall try to collect my notes together.....

DIGITAL DIVIDE-

Major issue- only some have access to computers and less to net- how can all interests be represented in on-line debate? Solution: improved access via cheaper computers and internet time at more public places- libraries.

ON-LINE DEMOCRACY-

It is important to distinguish between the idealist view of a democracy on the web encompassing all citizens (cyberdemocracy) and the democratic uses of the internet to improve the quality of access to existing democracy. The net has become a valuable addition to the ways that debate occurs in our society.

DEFINING DEMOCRACY-

- the rule of the many ; the rule of the majority and; 'government of the people, by the people, for the people'.

Do these simple accounts of democracy measure up to the actual practices of representative democracy which governs us now? The last 200 yrs, representative democracy has broadened (free speech) and narrowed (the power of parties).

Although D is nearly accepted, the political process is still questioned: 80% adults in Aust and US express an interest in politics etc. Despite compulsory participation in elections almost 1 in 5 fail to vote. This show it is difficult to avoid Moira Rayner's- that there is 'a genuine crisis of faith in the processes of democracy'.

Most obvious alternative to RD is participatory or direct D- where all citizens have right and duty to be involved in all decisions made. PD argues D only works where citizens understand that they have a duty to foster democratic processes as a common undertaking.Participation is crucial.

Democratic theory requires constant renewal as new conditions, social formations, technologies and complexity arise.

GAPS IN MASS MEDIA

The increasing concentration, centralisation and commercialisation of the mass media have restricted avenues for democratic participation in currently existing representative democracy.

Theorists believe theres potential to remake what Habermas calls 'the public sphere': domain where 'public opinion' forms. He says commercialisation of press in the 19th C saw transformation of public sphere.

McLuhan raised possibility that electronic media might extend opportunities for involvement in a space similar to the public sphere. Mark Posters says we are presently witnessing 'the second media age'- centralised broadcast media, from a few to many consumers.

While the Internet is an open system. But the rapid commercialisation of the space, along with the potential to record and analyse all information transmitted, suggests that the Net may quickly become open to more invasive manipulation than older media forms.

Stuart Hall argued that the message intended by the producers may be read in a variety of ways by the audience: they might accept, negotiate their own reading, or produce an oppositional reading by rejecting.

John Fiske argues that viewers appropriate media output for their own purposes, that they talk about it, subvert it and 'read between the lines' to produce their own interpretations.

John Hartley notes post-modernity has seen the transformation of what constitutes 'knowledge'- meanings are now liable to constant negotiation. This shows that media theory is the negotiated meaning which produces two-way communication.

Public sphere located in 'the private domain [of] home, suburbia and television'- 'engage readers not only in self-expression and communication, but also in truth-seeking description and critical argument'. TV provides 'a mechanism for communicating across class, gender, ethnic, national, and other boundaries', allows audience to be citizens of a symbolic community.

How 'citizens of the media' might create greater deliberative participation in existing representative institutions and how citizens can gain the necessary skills to intervene effectively in the mass media in order to realise their demotic voice.

FREE SPEECH & CENSORSHIP

Deliberation and discussion are key attributes of democracy. In Australia we don't have the constitutional right to free speech. In using free speech people make democracy happen.

CITIZEN-HACKER: DOING GLOBAL DEMOCRACY

Where are the opps to liberate the world when technology requires us to think like machines? Hackers, comp programmers, desire to understand the intricacies of computing systems to find obscure/hidden info. They see computing systems as part of common wealth and dont believe it is wrong to break in and look around and understand.

The 1986 Hacker's Manifesto- 'We explore... We seek after knowledge?' Hackers created the space for a free exchange of ideas down to the level of data.

Hackers= bad name. Chasing hackers gives the authorities the illusion that they are doing something about computer crime. Hugo Cornwall notes 2 uses of hacker: 'those involved in the recreational and educational sport of unauthorised entry into computers and the enthusiasts 'who love working with the beasties for their own sake, as opposed to operating them in order to enrich a company?' They seek to free info & are at pains to distinguish themselves from crackers, intruders who damage or steal data.

They are anti-authoritarian, anti-bureaucratic, anti-centralisation and really believe that information wants to be free. They are both opposed to and utilise both anonymity and security weaknesses in computers. They exist because of the gap between expectation about and actual performance of any given computer program.

PRIMER & PRE-HISTORY OF TIME TRAVEL

It addresses time travel as a plot device and raise the ethical issues inherent in crossing time. As a yet unrealised form of new communication technology, time travel raises political and philosophical issues that apply more broadly to technology itself.
The possibility that we might traverse through time as we travel through the other dimensions has been of recurring interest to thinkers, writers and film-makers.

BLACK HOLES

Although it is theoretically possible to slow time by an infinite amount and almost bring it to a standstill you can never reverse it. Time is halted, however, in BH.
If you were in a BH you could never get out because you would have already traveled beyond eternity. If you were to go on inside the black hole you would be in a region of space and time that would appear normal to you. The only thing is you would never get out. You'd hit the 'centre' of this unknowable object and then you would leave space and time. At the center of a black hole, space and time do literally have boundaries.

ONE MORE POSSIBILTY

Computers do not have memories in the same way that humans do. Past events do not grow dim with age. Therefore time never passes - it is simply continually expanded. If you could link in to a memory by means of a device which triggered all of your senses you could relive past experiences as constantly new, constantly present. There would be no division between past and present experiences - yours or other peoples. You could experience the lives, the memories, of other people. You would travel in time.

Excel is EXCELlent..... :)

My experiences with this exersise were....

GREAT FUN RIVETTING INTERESTING......??

I have learnt a majority of these excel activities in High School.

PROBLEMS:

The only problems i encountered were towards the end of the advanced section when i had to customize my macros!

SOLUTIONS:

i was patient and re-read the instructions over and over and over again


SIMPLE BUT COMPLEX.....EASY TO FOLLOW!

Week 10- Debra Beattie

GUEST LECTURER......woooooooohooooooooooo!

Debra spoke about how new technologies are being utilised. She has had direct involvment with kids help line's web counselling service, she used this has an example.

Online Counselling Services, providing access by email or direct chat, were created as a response to the emergening trend in today's society. It has been found that young children have more skill and knowledge of the internet and computers than their parents. Today the word 'literate' includes reading and writing but also the term 'computer literate' has also surfaced.

Research conducted has illustrate that due to the impersonal, anonymous nature of the internet youth are more likely seek counselling and assisstance online. Internet is popluar as the children do not have to seek help in a face-to-face situation, they can be safe in their own home, and it has proven to be highly accessible.

It must be realised however that arguments and debates have risen regarding this new form of counselling. People argue:

• lack of personal interaction is a negative.
• Tone and pitch of the child's voice must be examined to understand their mind state and emotions.

It should also be noted that figures, diagrams, drawings have been implemented as a substitute for actual personal contact- allowing the counseller to understand how the child is feeling.

VERY INTERESTING LECTURE!

I have been pretty close-minded about the nature of developing technologies and how they are all causing the world to become unnatural. But this lecture showed me how technology can actually be used for a wirthy and rewarding cause.

CYBERPUNK- Week 9

WHAT IS CYBERPUNK?

- a science fiction genre based on the possibilities inherent in computers, genetics, body modifications and corporate developments in the near future.

The word comes from forming of 'Cybernetics' (study of communication, command and control in living organisms, machines and organisations) and 'Punk' ( style of fast, loud, short rock music with an anarchist political philosophy and a DIY, anti-expert, 'seize the day' approach to life).


It developed as reaction against the over-blown and predominantly safe stories of 'space opera' such as George Lucas's 'Star Wars'. The precedents for cyberpunk can be found in reality-challeging literary work of Phillip K.Dick (Do Androids Dream of Electric Sheep made into 'Bladerunner').

Common themes include hackers vs corporations, artificial intelligence and cities out of control and and post-industrial dystopias dissected with a film noir sensibility.

WILLIAM GIBSON

- is a US/Canadian writer whose fictional work has spawned a number of key concepts like 'cyberspace' and 'virtual reality'- His work sits uncomfortably in the sci-fi genre because its gritty realism about the near future makes it too close to the truth- dystopian.
His writing is hard to understand. He takes ideas from science and theory and reinvents them, he jumps right into the middle of a story and provides the reader with few clues to understand what is going on. The only way to appreciate Gibson is to re-read his stories until you 'get it', if there is anything to get.


MATRIX

- pushed the limits of cyberpunk.

It pushes the boundaries of computer-generated effects as it explores a possible future world where machines dominate humans but keep them in ignorant bliss of their real state. The machines in Matrix create a totally illusory reality for people, constructing their identities to suit the purposes of the machine.


CYBERPUNK THEMES


Utopia and Dystopia

Some of the most powerful myths for and against technology have been intertwined with utopian writing. Utopias tell of imaginary places where everything is perfect, usually because people and technology are in harmony. The last two hundred years have seen a large number of Utopian experiments where people have attempted to live out the literary myth.

Technology itself has often been visualised as Utopia - somewhere we can create, a microcosmic recreation of nature sanitized and optimized for human enjoyment. All the hazards of life will be screened out of the technological 'program'. Technology will provide us with something 'nicer' than the real world. Once we've recorded nature in some hyper-real form, the real thing will no longer be necessary. We can dispose of nature.
Cities as Machines

The City in Bladerunner is post-modern where people are moving to the Off-World. Sometimes it is crowded, sometimes it is lonely - which is what cities are like: you can be anonymous in the crowd. It is LA; it is noir sci-fi.

Three non-exclusive alternatives:

the city is a machine for living ... it creates human life just as humans create it
the city is a natural thing, created by natural beings just as bee-hives and ant nests are created by natural beings
the city is a living being ... a cyborg which combines human tissue with synthetic infrastructure.

In the 1960s, a group of English architects designed a new type of city. Their dream was of a city that built itself unpredictably, cybernetically, and of buildings that did not resist tvs, phones, air con and cars but played with them; inflatable buildings, buildings like giant experimental theatres, buildings bedecked in neon, projections, laser beams. This project called ‘Archigram’ was detailed in a set of posters called ‘Architectural Telegrams’.


Technological change

-Mark Poster says the first electronic media age was characterised by the use of one source and many receivers.

One person could write a letter, make a film or television program, record an album and thousands could receive that message. Only certain groups of people could produce and send messages as there were educational, financial and technical restrictions to those who could produce- 1st electronic media age.

Telephone was different because anyone could both send and receive messages with a minimum of technical and financial resources. The latest development to mimic the telephone is the Internet- made it possible for an individual to 'publish' to a huge audience.

In Aust household accessing the net has gone from 286,000 in 1996 to 1.1 million in May 1999. By mid 1990s there were + 30 million users around the world. Early 2000, was estimated there were 262 million net users world-wide.

Modernism to Postmodernism

Shadowing this split between the technologies of dissemination and the technologies of interaction is the shift discussed by a variety of theorists from moderism to postmoderism.


But who controls the switches?

Just as postmodernism is built upon modernism, second media age is built on the first, therefore is largely dependent on world view inherent in existing technologies. It is through the combination of old and new technologies that new industries, uses and expansions have occurred, and continue to emerge. The new media brings with it a need for new understandings.

Virtual reality brings with it even more complex questions about the nature of society. Remember that, in virtual reality, a type of cyborg structure exists in which your body - your mind and senses - is part of the medium. Virtual reality duplicates and warps reality. It multiplies the experiences you can have and therefore the memories you can have. It alters the ways in which you construct yourself as a person. If the individuals are changed, then so is the society. This opens up space for new forms of culture to emerge.

FINAL ESSAY

Old wine in a new bottle?

The advancement in technology available in modern society has provoked significant concern and research among experts and community bodies. “Is modern technology desensitising Gen Y to violence, sexual abuse and humiliation? Is it feeding a growing culture of cruelty? Is modern technology normalising otherwise unacceptable behaviour?” (is this generation).

Technology has instigated the transfiguration of our means of information sharing. Now increasingly accessible, technology has created a domain for youth in which bullying and cruelty is rampant. “Technology has turned the traditional image of the bully waiting at the school gates on its head. Now a 24-hour, wireless, faceless, version 2.0 of the school bully hides behind text messages, MySpace, YouTube and social networking sites” (Dubecki 2006).

The term Cyber Bullying implies the willful and recurring act of inflicting harm and harrassment on others by the medium of electronic text: instant messaging, email, text messages, mobile phones, blogs, pagers and websites (Stutzky).

‘The stealthy nature of the Internet can motivate some youth to do and say things on-line that they would never attempt in person or face to face with another student” (National School Safety Centre, 2006). “The perpetrator can choose to remain anonymous but the victim's humiliation is compounded by the often very public nature of the bullying” (Dubecki 2006).

Modern interactive, networking technologies allows today’s youth 24 hour access to one another so that when tension and disputes do surface, they can bully their peers with ease through these electronic devices without reprimand from adult figures (Simmons 2003).

“The aim of bullies is power, control, domination and subjugation” (Bully Online 2007). Exercising dominance and power over their victims, bullies gain an immoral and vicious sensation of satisfaction (Bully Online 2007).

Perpetrators of bullying are inclined to use whatever media is available. Just as the types of medium that they adopt are diverse, so too are the methods that they use. “Texting derogatory messages on mobile phones…sending threatening emails, and forwarding a confidential email to all address book contacts” are all methods of cyber bullying, so is the practice of setting up an insulting web site targeted at a particular student and then emailing others the address. “Web sites can be set up for others to vote on the biggest geek, or sluttiest girl in the school” (Snider & Borel, 2004 in Campbell 2005, p.2). Attacking victims with spam email messages, computer viruses and conducting online impersonations of the bully’s victim are also forms of cyber bullying (David S. Wall 2001, p.141).

“Now treated as a distinct form of social aggression, the consequences include acute anxiety, depression, truancy, self-harm, eating disorders and, in extreme cases, suicide” (Dubecki 2006). These severe effects are illustrated in the case of 17 year old Kentucky girl, Rachel Neblett, who is alleged to have taken her life with a shot gun after experiencing harassment via her Myspace page. It is also demonstrated in a case in New Zealand whereby multiple teenagers were accused of being the distinct cause of a 12 year old girl’s suicide, by attacking her with menacing and aggressive text messages. (Dubecki 2006).

Characteristics of the personal computer, allow for cyber bullies to exploit these modern electronic technologies with immoral intentions. “They can hide behind some measure of anonymity…which perhaps frees them from normative and social constraints on their behavior” (Patchin & Hinduja 2006). False names employed in chat rooms, and instant messaging programs and the availability of short-term email accounts provokes difficulty in exposing the rightful identity of antagonists. “It seems that cyber-bullies might be encouraged when using electronic means to carry out their antagonistic agenda because it takes less energy and courage to express hurtful comments using a keypad or a keyboard than with one’s voice” (Patchin & Hinduja 2006).

Another feature of today’s technologies which has contributed to the emergence of the cyber bullying viral phenomenon is the lack of supervision. In regards to insulting, inappropriate content present in text messaging and electronic mail, there is no monitoring system present to censor this behaviour. Despite efforts to monitor conversations in chat rooms, personal messages, only seen by the sender and recipient, are beyond authoritarian control (Patchin & Hinduja 2006).

From 1500 Internet-using adolescents who partook in a 2005 study by Hinuja and Patchin, over one-third disclosed that they had fallen victim to bullying via electronic technologies, whilst a staggering 16% pleaded guilty to having engaged in cyber bullying on their own behalf. It was revealed that of these victimized, 18% were bullied through name-calling, 40% were disrespected, 12% were physically threatened, and 5% feared their safety (Hinduja & Patchin). In accordance with the National Children’s Home charity survey conducted in 2005 of 770 youth between 11 and 19, 73% were conscious of the aggressor’s identity whilst 26% stated their bully was a stranger (National Children's Home 2005).

The cultural shift which has seen the youth of today engaged intensively with computers and mobile phones, has seen the emergence of a technology which has “the capacity to quickly, efficiently and anonymously deliver messages of ridicule, put-downs, threats and exclusion throughout a ‘connected’ community” (Nickson).

Being able to easily “obtain an anonymous web-based e-mail address”, create a website, and “given the number of sites that allow you to send free SMS messages”, cyber bullies operate under minimal risk of being caught (Nickson). The developing complex nature of modern mobile phones of now being able to call, text, instant message, have internet access, mp3s and videos also adds to the growing cyber bullying phenomenon.

The modern behaviour of having the cellular phone on the person at all times sees spiteful, unsolicited actions such as harassing, threatening and insulting text messaging and telephone conversations emerge. Text messaging poses as “pervasive and intrusive, a much deeper violation” as emails and online users can be obstructed, yet youth keep their mobile phones on their person enabling them to receive texts instantaneously (Nickson).

Myspace, that has accrued 54 million users in just three years (Powel 2006), “is a cyber social phenomenon that elicits a full spectrum of reactions - from pure delight to disgust, addiction to downright hatred” (Staats 2006). This very public social networking site, encompassing music, videos, personal profiles, photo galleries, blogs, chat rooms and instant messages (Staats 2006) , sees the posting of cruel gossip and rumours, harassing antics and racial insults for millions worldwide to view (Powel 2006).

Kathleen Gardner, mother of 13 year old epileptic daughter Olivia of Novato, was utterly shocked and traumatized after learning of the "Olivia Haters" club pages created by fellow Hill Middle School classmates (Staats 2006).

YouTube is the latest concern as more than 65 000 videos are uploaded daily for worldwide viewing, capturing humiliation, degradation and cruelty on an enormous scale (Haywood 2006). This site has recently be banned from 1600 Victorian public schools after a video featuring 10 male students attacking a teenage girl was uploaded onto YouTube (The Australian News 2007).

The father of the assaulted 17 year old confirmed his daughter encountered two young men in a chat room and arranged to meet them in person. Months later the young men and several other males filmed themselves harassing, assaulting and humiliating the girl on video and allegedly sold the tapes in Melbourne High School and uploaded the film on various internet sites (ABC News 2006).

Due to cyber bullies lacking in-person communication skills, the “impersonal nature of email” and Instant Messaging is perfect for oppressors to terrorize and intimidate their victims with ease and minimal effort (Bully Online 2007). Passwords being stolen in order to access other’s personal accounts and profile pages are actions that cause the development of “forums where students vote for the ugliest, fattest or most hated person in school” (Dubecki 2006).

Although there are positive areas regarding modern technologies, “socially-anxious individuals being able to communicate better and deeper self-disclosure between people have been claimed” (Kraut et al 2002; McKenna & Barge 1999 in Campbell 2005), the fact still remains that technology has caused the unwanted emergence of a new face of bullying. As long as advancements in electronic devices continue, cyber bullying and its severe, disquieting and brutal effects will develop and worsen.

REFERENCES

JOURNALS

Patchin, J. W. & Hinduja, S. (2006). ‘Bullies move beyond the schoolyard: A preliminary look at cyberbullying’, Youth Violence and Juvenile Justice, vol.4, no.2, 148-169.

Hinduja, S. & Patchin, J. ‘Cyberbullying: An Exploratory Analysis of Factors Related to Offending and Victimization’, Deviant Behavior.

Staats, Jim 2006. ‘MySpace.com: Why parents and cops fear a hot site's dark side’, Marin Independent Journal.

Campbell, Marilyn. A 2005. ‘Cyber Bullying: An old problem in a new guise?’ Australian Journal of Guidance and Counselling, http://eprints.qut.edu.au/archive/00001925/01/1925.pdf

BOOKS

Wall, David.S 2001, Crime and the Internet, Routledge, London.


ARTICLES

Dubecki, Larissa 2006, ‘Technological trauma: cyber bullies more powerful than schoolyard thugs’, The Age, http://www.theage.com.au/news/national/technological-trauma-cyber-bullies-more-powerful-than-schoolyardthugs/2006/10/27/1161749315262.html.

Nickson, Chris, Cyber Bullying: The Dangers and the Cures, Heartland News,
http://www.kfvs12.com/Global/story.asp?S=4944916

Haywood, Ben 2006, ‘Totally tubular technology: Issues in the news: YouTube’, The Age, http://www.theage.com.au/news/education-news/totally-tubular-technology/2006/10/27/1161749321299.html?page=2

2007, ‘YouTube banned in Victorian schools’, The Australian News, http://www.theaustralian.news.com.au/story/0,20867,21306209-1702,00.html

Powell, Kimmy 2006, ‘The Facts About Myspace’, Bigbruin,
http://www.bigbruin.com/reviews05/article.php?item=myspace&file=1

Simmons, Rachel 2003, ‘Online bullying the next challenge for the web masters’, The Age,
http://www.theage.com.au/articles/2003/10/06/1065292524799.html

ABC News 2006, ‘DVD of girl attack sparks cyber-bullying warning’, ABC News Online,
http://www.abc.net.au/news/newsitems/200610/s1772378.htm

WEBSITES

National School Safety Centre, 2006, Meet Hilda Clarice Quiroz: Keynote Presenter, Program Developer and Training Specialist, http://72.14.253.104/search?q=cache:qh00S-_NaJAJ:www.schoolsafety.us/pubfiles/talking_with_hilda_about_bullying.pdf+has+technology+created+bullying&hl=en&ct=clnk&cd=1&gl=au

Bully Online 1997-2007, Bullying by mobile phones and abusive text messages, http://www.bullyonline.org/related/mobile.htm

Be Safe Online 2002, Bullying online,
http://www.besafeonline.org/English/bullying_online.htm

National Children’s Home 2005, Putting U in the picture. Mobile Bullying Survey 2005,
http://www.nch.org.uk/uploads/documents/Mobile_bullying_%20report.pdf


Stutzky, Glenn, Cyber Bullying Information, http://www.ippsr.msu.edu/Documents/Forums/2006_Mar_CYBER_BULLYING_INFORMATION_2006%20--%20Provided%20by%20Mr.%20Glenn%20Stutzky.pdf