Across the Digital Divide A Cross-Country Analysis of the Determinants
OVERCOMING THE DIGITAL DIVIDE USING LIBRARIES TO BRIDGE THE GAP
OVERCOMING THE DIGITAL DIVIDE:USING LIBRARIES TO BRIDGE THE GAPIntroductionAs technologies become more prevalent, there is a clear divide growing between those who are versed in the use of technology and those who are not. This divide is commonly referred to in the information science literature as the "digital divide" (Jackson, 2004). Rather than blithely forging forward in pursuit of technology, consideration needs to be given to those communities left behind by this technical revolution. Traditionally, the perception of libraries is of a physical space used to gather information from books, magazines, and maybe the library staff. Instead of perpetuating this narrow view of the library, libraries face an opportunity to become the bridge spanning the digital divide. By maximizing resources and actively pursing a targeted strategy, libraries are poised to help communities overcome deficiencies in technical skills and become confident users of technology.Perceptions of the LibraryOne of the main issues libraries face is the perception that libraries are hard to use. Patrons are intimidated by the physical space of the library. Users often feel that their skills are inadequate to navigate the card catalogs and the organization of the books. There is also a perceived inability to articulate questions; patrons struggle with language to convey the right question to gather the information they are seeking. In a focus group of undergraduate students, one of their top complaints was their failure to "phrase things just right" (Star, Bowker, & Neumann, 2003). Presumably, undergraduates are a unique user group in that they are brought together with a common goal of pursing higher education. Academic libraries on college campuses actively provide programming that offers undergraduate users opportunities to learn how to use the library. In this case, user education becomes the tool to establish a common ground between users and information professionals (Yakel, 2002). Libraries actively pursue education program to form a shared position that is non-threatening and inviting to insecure and uncertain users. Users are taught how to use the resources in the library from the catalog to technology.A secondary issue facing libraries is the perception that the staff is not a useful resource. During a reference interaction, it was found that librarians rarely engage in a reference interview. (Durrance, 1995). Rather than engaging the patron is a need-based interview, the librarian would more often than not point in the general direction of the resource or walk to the general area of the answer. Interesting enough, and almost contrary to expectations, if the user of the library was provided with the name of the librarian assisting them, the user would return to that librarian as a resource again (Durrance, 1995). This willingness to return to a librarian who may or may not answerthe information need of a user conveys that the user attributes a level of authority and trust to the librarian.Given the perceptions of the library, it initially appears improbable that libraries are the appropriate institution to bridge the digital divide. But the Willingness to Return research findings regarding the reference librarian experience is the first indicator the library can become a pivotal resource in overcoming user's technological experience; if users can make a personal connection within the library environment, they will return to use the institution again as a resource (Durrance, 1995). This places the library in a powerful position within the greater community it serves.Inquiry and TechnologyIn addition to the uncertainty users may have of the library, there is an equal amount of uncertainty and skepticism regarding technology. While technology makes advances forward, there is a significant population of people who are not participating in this pivotal movement. There are many explanations for why different groups are being left behind as technology propels other segments ahead. It can be caused by socio-economics disadvantages, belief that individuals may be too old to learn technology, or a basic unawareness of the technology that seems to be apparent to others. One of the current challenges faced by Computer-Supported Cooperative Work (CSCW) movement is to recognize society and technology are fundamentally integrated (Ackerman, 2000). To simply view technology in isolation is to ignore the social framework that should shape it. This is not to say this social-technical gap will ever be bridged completely. Technical systems will never be able to fully simulate how people form communities and social networks. Instead, technology needs to be designed to integrate with these communities and networks. Although CSCW is primarily design focused, the library space is a place for technical and social integration.Contextual inquiry is the study of users doing work in the environment they actually do their work, examining the systems and tools used to accomplish tasks. In a study of malfunctioning copy machines, contextual inquiry was used to discover that the machines were not malfunctioning or too complicated to understand (Suchman, Bloomberg, Orr, & Trigg, 1999). Rather, it was found the workers required training on how to use the new copy machines. This study illustrates the positive impact training can have on users. New technology can be perceived as complicated or difficult to learn and use. Because users perceive the new technology as an insurmountable barrier to work; the barrier prevents the work from being completed. With appropriate education of the new system, users will learn to overcome the initial learning curve and successfully adopt the new technology.Applying a similar line of inquiry and evaluation, Fisher, Durrance, and Bouch Hinton, were able to study the impact of social programming in the Queens Borough Public Libraries on immigrant users (2004). Through outreach programs and social networking, immigrants to Queens, New York quickly learn the library is a safe sourcefor information and resources. In this case, safe is emphasized in relationship to the immigrant's legal status in this country. By gaining the immigrants trust, the library is able to establish a solid foundation in which to build a tighter relationship with immigrant users. Not only are resources such as newspapers and magazines provided in various languages, staff members are in many cases fluent in visitors’ native languages.Similar to the example of learning how to use the new copying machine, immigrant users need to learn how to use the library. Tools and resource guides are provided to users in their native language. By helping these users learn to navigate the library system, immigrant users gain confidence in the library as a resource to help them navigate the potentially confusing transition to a new country, with a new language and culture. Ultimately, these users learn to trust the librarians themselves. By proactively pursing a clear social agenda, to help new immigrants successively acclimate to the U.S., the Queens Borough Public Library system plays a key role in helping users overcome an information divide.As immigrants discover, understand, and use theAmerican public library-they secure confidence,knowledge, and skill to utilize library resources andstaff to help them to succeed in their new environment(Fisher, Durrance, & Bouch Hinton, 2004).In order for libraries to help non-technical communities transition to a technology-user community, library staff will need to become aware of the issues users will face. In learning to evaluate systems and resources, new technology users will need to learn to make informed judgments regarding the information they are accessing. In the case of the Web, users are especially challenged to be critical of their sources. Because there is not a standard for materials posted to the web, users are forced to rely on their own judgment. In a research study of 16 professors and graduate students, the selection and judgment skills of participants while searching websites was analyzed (Rieh, 2002). Subjects in this study were required to complete logs, provide think out-loud information, and monitoring while using the web. They were also interviewed after the search. It was found that users of the web are constantly required to make judgments regarding credibility and authority. Given the background of this specific group, it was not surprising they valued academic resources as more credible. The findings of this study can be applied in a library program designed to help new technology users evaluate resources. For example, workshops on evaluation and judgment could be a component of technology training services provided in the library to the community.In a study of information seeking behavior in the home, users recorded their home Internet activity in a log and were subsequently interviewed regarding their experiences (Rieh, 2004). It was discovered that the home Internet use expands beyond the physical environment of the home. This suggests that information seeking can take place outside of the formal constraints of work or perhaps school. In this way, the library can be used as a bridge between formal spaces (work, school) and informal places (home), especiallyin the instances when a user does not have access to technology in the home. It is important to note that the subjects participating in this study all had access to high-speed Internet. This suggests a level of user-skill in the user population studied. Typically high-speed Internet is a more expensive service than a dial-up connection. The appeal of the high-speed Internet is the faster connection it provides; therefore this knowledge of high-speed Internet implies a higher use and understanding of the Web. Overall, it was found that access to the Internet at home increased users' everyday information seeking behavior. The more available technology is to the user, the more likely they are going to use it as a tool to solve information needs. This study can be used as a basis to promote the idea that technology can help all communities maximize their information seeking behavior with an increased use of technology and the Internet in particular. In particular, libraries can be seen as a resource to provide access to this technology.Technology in CommunitiesOne of the larger issues in the “digital divide” is the concern that low income communities are being left behind. To understand the impact of technology on economically challenged communities, a three year long-term study was conducted. The HomeNet experiment was an attempt to understand the long-term impact of Internet use on low income households, the effect of technology on their psychological well-being, and their connection to their community (Jackson, 2004). The participants were all low income, and over half were African-American. They were all provided with laptops, Internet access, and in-home technical support for three years in exchange for participating in the study. Initially, the participants reported negative psychological and social effects. Rather than strengthening their ties to their social networks and greater community, the Internet served to isolate users. Overall use of the computers and Internet declined each year. It appeared that the introduction of technology was not helping this community.But, in the third year, researchers found for the users who continued with the study became more efficient users, even as their use decreased. It was also discovered if the user had pre-existing close social ties the Internet did not adversely affect those ties. Instead the Internet, and more specifically email, served to provide an additional medium for individuals to maintain contact with members of their community. Overtime the number of email communications increased. Interestingly enough, participants learned to become wary of using communication tools that did not offer complete transparency. In the case of email, users were fairly confident they knew exactly who they were corresponding with, unlike chat rooms and discussion boards in which they could not be certain of the user’s identity.The most important finding in this study is that third-year users who continued to access to the Internet were positively affected. In fact, the Internet provided an opportunity to strengthen already existing communities. It was determined that providing Internet access may increase the motivation for learning. It is also important to note that email was not an effective communication tool if the user did not have a population ofemail users to communicate with. For example, if you are provided with email access but no-one else in your community has access, you are less likely to use email frequently. This is an opportunity for libraries to serve both as a physical space for the community to interact and an access point to technology. The entire community is served by the library, not just a few participants in a study. This study did not address what happened to the user’s access to technology (free computer and Internet access) once it was finished. The library could be the place for these users to continue to use technology.In a unique housing community in Canada, an entire virtual community was studied. In an attempt to understand if technology, specifically the Internet, weakens or strengthens community ties an entire subdivision, “Netville” was provided with free Internet access (Hampton & Wellman, 2003). Critics of the project asserted Internet access would weaken the ties among people and damage the community, similar to the findings of the HomeNet study’s first two years. Despite critics’ misgivings, it was found that the community ties in Netville strengthened. Individuals reported an increase in the size of their community, and a greater connection to the community. Users were able to establish a grass roots movement because of their increased connection to the community. The Internet became a network this community used as a tool to facilitate collective action. While the intent was for the entire community to have free Internet access, not all members were able to participate. This inadvertently provided the researches with a group of users to compare to the wired community. It was found that Internet provided users with the opportunity to strengthen ties and to not be limited by geographic barriers. At the end of the report, the researchers noted that while the digital divide is decreasing, there is concern that low income communities are still a main concern:Even if low income communities reach a criticalmass of users, different skills levels and uses of thetechnology may mean the trend is less pronouncedor does not occur among those who are already themost underprivileged of social, human, and financialcapital (Hampton & Wellman, 2003).This highlights an opportunity for the library to provide technology resources to communities. Community ties are strengthened when the Internet is available to promote communication. The issue becomes the need to provide access and training, which the library is well positioned to do.Models and OpportunitiesIn their research paper “Determining how Libraries and Librarian Help,” Durrance and Fisher highlight three programs implemented in libraries to help communities overcome the digital divide while reflecting the specific mission statement of each institution. (2003). Library outreach programs in Austin, Texas, Flint, Michigan, and the above mentioned Queens Borough, New York study were all presented as modelsof how libraries are responding to their particular community’s need. Because the Queens Borough Public Library is presented earlier in this paper, the focus will shift to the programs in Austin and Flint.In Austin, an after school program is designed to provide teen-agers a space to use computers and the Internet. The librarians are trained to help the teen-agers establish email accounts and to participate in virtual pen-pal groups (Fisher and Durrance). The goal of this program is to establish levels of proficiency with the technology and a level of trust in the library. The library establishes an important roll in the community while working to minimize the digital divide in teen-agers. Parents can trust in knowing that their children are engaging in an educational activity after school, teen-agers gain important technical schools, and the library reflects the goals of their mission statement to help the greater community.Flint, Michigan is an economically depressed community. The downsizing and closure of the main industry supporting the area resulted in many families leaving the area and fewer opportunities for those who remained. For the teen-agers who remained, the Flint Library developed an after-school program to foster technology and communication skills. The students were assigned projects to assist in helping local businesses and community organizations develop web sites. The library presents an opportunity for the students to learn new skills and achieve a sense of ownership within the community.ConclusionThe digital divide exists. The question becomes can the gap be narrowed? The answer is yes. Libraries are in the unique position to help bridge the divide. As shown with the Willingness to Return study (Durrance, 1995), library users are willing to frequent the library even if their information seeking needs are not met. With training and an understanding of a community’s needs, the Library can become the focal point for bringing the community and technology together. The current research on HomeNet (Jackson, et.al.), Netville (Hampton and Wellman), home users (Rieh), and Queens, Flint, and Austin Libraries (Fisher, Durrance) all represent successful examples to be modeled by other libraries and communities. Libraries can work to promote their mission through partnerships with local schools, small businesses, religious organizations, senior groups, and day-care centers. Users are willing to use technical library programs if they have awareness of them. If the library establishes and promotes technology focused programs, demonstrating a willingness to teach and train users, the community will respond.ReferencesAckerman, M.S. (2000). The intellectual challenge of CSCW: The gap between social requirements and technical feasibility. Human-Computer Interaction, 15 (2/3),179-203.Durrance, J. C. (1995). Factors that influence reference success: What makes questionersReference Librarian, 49/50, 243-265.willingreturntoDurrance, J. & Fisher, K.E. (2003) Determining how libraries and librarians help.Library Trends, 41(4), 541-570.Fisher, K. E., Durrance, J. C., & Hinton, M. B. (2004). Information grounds and the use of need-based services by immigrants in Queens, NY: A context-based, outcome approach.Journal of the American Society for Information Science & evaluationTechnology, 55, 754-766.Hampton, K. & Wellman, B. (2003). Neighboring in Netville: How the Internet supports community and social capital in a wired suburb. City & Community, 2(4): 277-311.Jackson, L.A., Von Eye, A., Barbatisis, G., Biocca, F., Fitzgerald, H.E., & Zhao, Y.(2004). The impact of Internet use on the other side of the digital divide.Communications of the ACM, 47 (7), 43-47.Rieh, S. Y. (2002) Judgment of information quality and cognitive authority in the web.Journal of the American Society for Information Science and Technology, 53,145-161.Rieh, S. Y. (2004). On the web at home: Information seeking and web searching in thehomeJournal of the American Society for Information Science and environment.55, 743-753.Technology,Star, S.L., Bowker, G. C., & Newmann, L. J. (2003). Transparency beyond the individual level of scale: Convergence between information artifacts and communities ofpractice (pp. 241-269). In A. P. Bishop, N.A. Van House, B. P. Buttenfield (Eds.), Digital library use: Social practice in design and evaluation. Cambridge, MA: Press.MITSuchman, L., Blomberg, J., Orr, J., & Trigg, R. (1999). Reconstructing technologies asAmerican Behavioral Scientist, 43(3), 392-408.socialpractice.Yakel, E. (2002). Listening to users. Archival Issues, 26(2), 53-68.。
数字鸿沟加剧英文作文
数字鸿沟加剧英文作文The digital divide is widening, and it's a problem. Many people don't have access to the internet, and that's a big issue. We need to find a way to bridge this gap and make sure everyone has the same opportunities.It's not just about access to the internet, though.It's also about the skills to use it effectively. Many people, especially older adults, lack the digital literacy skills to navigate the online world. This puts them at a disadvantage in many areas of life, from job opportunities to accessing essential services.The pandemic has made the digital divide even more apparent. With so many aspects of life moving online, those without access or skills are being left behind. It's not just an inconvenience – it's a serious barrier to full participation in society.Education is key to addressing the digital divide. Weneed to ensure that all students have access to the technology and training they need to succeed in the digital age. This means more than just providing devices – it means investing in digital literacy programs and supportfor students and teachers.The digital divide isn't just a problem in the developing world – it's an issue in developed countries, too. In rural areas and low-income communities, access to high-speed internet can be limited, putting residents at a disadvantage compared to their urban counterparts.Closing the digital divide will require collaboration across sectors. Governments, businesses, and non-profit organizations all have a role to play in ensuring that everyone has access to the digital tools and skills they need to thrive in the 21st century.The digital divide is a complex issue, and there's no one-size-fits-all solution. It will require creativity, innovation, and a commitment to equity to ensure thateveryone has an equal opportunity to participate in the digital world.。
考研英语真题解析数字鸿沟
考研英语真题解析数字鸿沟考研英语真题解析数字鸿沟A great deal of attention is being paid today to the so-called digital divide—the division of the world into the info(information) rich and the info poor. And that divide does exist today. My wife and I lectured about this looming danger twenty years ago. What was less visible then, however, were the new, positive forces that work against the digital divide. There are reasons to be optimistic.There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more commercialized, it is in the interest of business to universalize access—after all, the more people online, the more potential customers there are. More and more governments, afraid their countries will be left behind, want to spread Internet access. Within the next decade or two, one to two billion people on the planet will be netted together. As a result, I now believe the digital divide will narrow rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for combating world poverty that we've ever had.Of course, the use of the Internet isn't the only way to defeat poverty. And the Internet is not the only tool we have. But it has enormous potential.To take advantage of this tool, some impoverished countries will have to get over their outdated anti-colonial prejudices with respect to foreign investment. Countries that still think foreign investment is an invasion of their sovereignty might well study the history of infrastructure (the basic structural foundations of a society) in the United States. When the United States built itsindustrials infrastructure, it didn't have the capital to do so. And that is why America's Second Wave infrastructure—including roads, barbors, highways, ports and so on—were built with foreign investment. The English, the Germans, the Dutch and the French were investing in Britain's former colony. They financed them. Immigrant Americans built them. Guess who owns them now? The Americans. I believe the same thing would be true in places like Brazil or anywhere else for that matter. The more foreign capital you have helping you build your Third Wave infrastructure, which today is an electronic infrastructure, the better off you're going to be. That doesn't mean lying down and becoming fooled, or letting foreign corporations run uncontrolled. But it does mean recognizing how important they can be in building the energy and telecom infrastructures needed to take full advantage of the Internet.25. Digital divide is something _________.[A]getting worse because of the Internet[B]the rich countries are responsible for[C]the world must guard against[D]considered positive today26. Governments attach importance to the Internet because it _________.[A]offers economic potentials[B]can bring foreign funds[C]can soon wipe out world poverty[D]connects people all over the world27. The writer mentioned the case of the United States to justify the policy of _________.[A]providing financial support overseas[B]preventing foreign capital's control[C]building industrial infrastructure[D]accepting foreign investment28. It seems that now a country's economy depends much on _________.[A]how well-developed it is electronically[B]whether it is prejudiced against immigrants[C]whether it adopts America's industrial pattern[D]how much control it has over foreign corporations名师解析25. Digital divide is something _______. 数字鸿沟是______。
考研英语真题阅读理解试题及名师解析七
考研英语真题阅读理解试题及名师解析(七)A great deal of attention is being paid today to the so-called digital divide-the division of the world into the info(information) rich and the info poor. And that divide does exist today. My wife and I lectured about this looming danger twenty years ago. What was less visible then, however, were the new, positive forces that work against the digital divide. There are reasons to be optimistic。
There are technological reasons to hope the digital divide will narrow. As the Internet becomes more and more commercialized, it is in the interest of business to universalize access-after all, the more people online, the more potential customers there are. More and more governments, afraid their countries will be left behind, want to spread Internet access. Within the next decade or two, one to two billion people on the planet will be netted together. As a result, I now believe the digital divide will narrow rather than widen in the years ahead. And that is very good news because the Internet may well be the most powerful tool for combating world poverty that we've ever had。
英语六级作文数字鸿沟原题
英语六级作文数字鸿沟原题English:The issue of the digital divide has become increasingly prominent in today's society, particularly in the context of English learning. While the internet provides vast resources for language acquisition, not everyone has equal access to these resources due to socioeconomic disparities. Students from affluent backgrounds may have access to high-speed internet, language learning apps, and online tutors, giving them a significant advantage over their peers from less privileged backgrounds. Furthermore, the quality of English education varies greatly between urban and rural areas, exacerbating the digital gap. This gap not only affects students' academic performance but also perpetuates social inequality by limiting opportunities for upward mobility. To bridge this divide, governments and educational institutions must prioritize initiatives to provide equal access to digital resources and ensure comprehensive English education for all students, regardless of their socioeconomic status or geographic location.Translated content:数字鸿沟的问题在当今社会日益突出,尤其在英语学习的背景下。
Unit3TheInternetReadingandThinking课件-高中英语人教版
Step III 迁移创新
Discuss the questions below in pairs.
• Do you think your life has been changed by the Internet? If so,
how?
My life has certainly been changed by the Internet. It has made my school work and studying easier and has helped me stay in touch with old friends more easily and often.
• The writer mentions many advantages of using the Internet. Do
you think there are any disadvantages? If so, what are they?
I think there are a few disadvantages from using the Internet, such as the lack of privacy. Sharing everything online means people can know everything about us. Also using the Internet all the time distracts us from the real world around us.
UNIT 3 THE INTERNET
Period II Reading and Thinking
Step I 学习理解
Think about the functions of the mobile phone.
现代大学英语精读5课文
Martin Luther King Speech - Where do we go from hereSouthern Christian Leadership ConferenceAtlanta, Georgia16 August 1967Now, in order to answer the question, "Where do we go from here?" which is our theme, we must first honestly recognize where we are now. When the Constitution was written, a strange formula to determine taxes and representation declared that the Negro was 60 percent of a person. Today another curious formula seems to declare he is 50 percent of a person. Of the good things in life, the Negro has approximately one half those of whites. Of the bad things of life, he has twice those of whites. Thus half of all Negroes live in substandard housing. And Negroes have half the income of whites. When we view the negative experiences of life, the Negro has a double share. There are twice as many unemployed. The rate of infant mortality among Negroes is double that of whites and there are twice as many Negroes dying in Vietnam as whites in proportion to their size in the population.2 In other spheres, the figures are equally alarming. In elementary schools, Negroes lag one to three years behind whites, and their segregated schools receive substantially less money per student than the white schools. One twentieth as many Negroes as whites attend college. Of employed Negroes, 75 percent hold menial(卑贱的)jobs.3 This is where we are. Where do we go from here? First, we must massively assert our dignity and worth. We must stand up amidst(尽管存在…情况) a system that still oppresses us and develop an unassailable(攻不破的) and majestic sense of values. We must no longer be ashamed of being black. The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy.Depiction描写叙述of Blackness and Negro Contributions4 Even semantics have conspired to make that which is black seem ugly and degrading. In Roget's Thesaurus(同义词词典) there are 120 synonyms for blackness and at least 60 of them are offensive, as for example, blot(污渍), soot(煤烟),( grim)糟糕的, devil(魔鬼) and foul. And there are some 134 synonyms for whiteness and all are favorable, expressed in such words as purity, cleanliness, chastity(贞洁淳朴) and innocence. A white lie is better than a black lie. The most degenerate(堕落的) member of a family is a "black sheep.(害群之马)" Ossie Davis has suggested that maybe the English language should be reconstructed so that teachers will not be forced to teach the Negro child 60 ways to despise(鄙视) himself, and thereby perpetuate使永存his false sense of inferiority, and the white child 134 ways to adore himself, and thereby perpetuate his false sense of superiority.5 The tendency to ignore the Negro's contribution to American life and to( strip him of剥夺) his personhood(人格), is as old as the earliest history hooks and as contemporary as the morning's newspaper. To upset this cultural homicide(杀人行为), the Negro must rise up(起义) with an affirmation(主张) of his own Olympian(庄严的)manhood(人格). Any movement for the Negro's freedom that overlooks(忽视) this necessity is only waiting to be buried. As long as the mind is enslaved, the body can never be free. Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against the long night of physical slavery. No Lincolnian(林肯作风的) Emancipation(解放) Proclamation (宣告)or Johnsonian Civil Rights Bill can totally bring thiskind of freedom. The Negro will only be free when he reaches down to the inner depths of his own being(他自己的生存) and signs with the pen and ink of assertive(坚定而自信的)manhood his own Emancipation Proclamation. And, with a spirit straining(变形) toward true self-esteem, the Negro must boldly throw off the manacles(手铐)of self-abnegation(自欺欺人) and say to himself and to the world, "I am somebody. I am a person. I am a man with dignity and honor. I have a rich and noble history. How painful and exploited(剥削的)that history has been. Yes, I was a slave through my foreparents and I am not ashamed of that. I'm ashamed of the people who were so sinful to make me a slave." Yes, we must stand up and say, "I'm black and I'm beautiful," and this self-affirmation is the black man's need, made compelling(必须承认的)by the white man's crimes against him.6 Another basic challenge is to discover how to organize our strength in terms of economic and political power. No one can deny that the Negro is in dire need of(急需)this kind of legitimate power. Indeed, one of the great problems that the Negro confronts is his lack of power. From old plantations(种植园)of the South to newer ghettos(贫民区)of the North, the Negro has been confined to a life of voicelessness沉默and powerlessness. Stripped of the right to make decisions concerning his life and destiny命运he has been subject to the authoritarian(专制独裁者)and sometimes whimsical(异想天开的)decisions of this white power structure. The plantation and ghetto were created by those who had power. both to confine those who had no power and to perpetuate their powerlessness. The problem of transforming the ghetto, therefore, is a problem of power confrontation(对抗)of the forces of power demanding change and the forces of power dedicated to the preserving of the status quo. Now power properly understood is nothing but the ability to achieve purpose. It is the strength required to bring about social, political and economic change. Walter Reuther defined power one day. He said, "Power is the ability of a labor union like the U.A.W. to make the most powerful corporation in the world, General Motors, say 'Yes' when it wants to say 'No.' That's power."7 Now a lot of us are preachers(说教者), and all of us have our moral convictions and concerns, and so often have problems with power. There is nothing wrong with power if power is used correctly. You see, what happened is that some of our philosophers got off base. And one of the great problems of history is that the concepts of love and power have usually been contrasted as opposites - polar opposite that love is identified with a resignation(顺从)of power, and power with a denial of love.8 It was this misinterpretation that caused Nietzsche尼采, who was a philosopher of the will to power, to reject the Christian concept of love. It was this same misinterpretation which induced Christian theologians (神学家)to reject the Nietzschean philosophy of the will to power in the name of the Christian idea of love. Now, we've got to get this thing right. What is needed is a realization that power without love is reckless(轻率鲁莽的)and abusive(攻击性的), and love without power is sentimental and anemic(贫血的). Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love. And this is what we must see as we move on. What has happened is that we have had it wrong and confused in our own country, and this has led Negro Americans in the past to seek their goals through power devoid(缺乏)of love and conscience.9 This is leading a few extremists today to advocate for Negroes the same destructive and conscienceless power that they have justly abhorred(厌恶)in whites. It is precisely this collision of immoral power with powerless morality which constitutes the major crisis of our times. ↑political power10 We must develop a program that will drive the nation to a guaranteed annual income. Now, early in this century this proposal would have been greeted with ridicule and denunciation(谴责), as destructive of initiative and responsibility. At that time economic status was considered the measure of the individual's ability and talents. And, in the thinking of that day, the absence of worldly goods indicated a want of industrious(勤劳的)habits and moral fiber. We've come a long way in our understanding of human motivation and of the blind operation of our economic system. Now we realize that dislocations(脱位混乱)in the market operations of our economy and the prevalence of discrimination thrust people into(投身于)idleness(闲散)and bind them in constant or frequent unemployment against their will. Today the poor are less often dismissed, I hope, from our consciences by being branded as inferior or incompetent. We also know that no matter how dynamically the economy develops and expands, it does not eliminate all poverty.11 The problem indicates that our emphasis must be twofold. We must create full employment or we must create incomes. People must be made consumers by one method or the other. Once they are placed in this position we need to be concerned that the potential of the individual is not wasted. New forms of work that enhance the social good will have to be devised for those for whom traditional jobs are not available. In I879 Henry George anticipated (预料,预见)this state of affairs when he wrote in Progress and Poverty:12 The fact is that the work which improves the condition of mankind, the work which extends knowledge and increases power and enriches literature and elevates thought, is not done to secure a living. It is not the work of slaves driven to their tasks either by the task, by the taskmaster(工头), or by animal necessity. It is the work of men who somehow find a form of work that brings a security for its own sake and a state of society where want(缺乏) is abolished.13 Work of this sort could be enormously increased, and we are likely to find that the problems of housing and education, instead of preceding the elimination of poverty, will themselves be affected if poverty is first abolished. The poor transformed into purchasers will do a great deal on their own(靠自己的力量) to alter housing decay. Negroes who have a double disability will have a greater effect on discrimination when they have the additional weapon of cash to use in their struggle.14 Beyond these advantages, a host of(大量的)positive psychological changes inevitably will result from widespread economic security. The dignity of the individual will flourish when the decisions concerning his life are in his own hands, when he has the means to seek self-improvement(自我修养). Personal conflicts among husbands, wives and children will diminish when the unjust measurement of human worth on the scale of dollars is eliminated .15 Now our country can do this. John Kenneth Galbraith said that a guaranteed annual income could be done for about twenty billion dollars a year. And I say to you today, that if our nation can spend thirty-five billion dollars a year to fight an unjust, evil war in Vietnam, and twenty billion dollars to put a man on the moon, it can spend billions of dollars to put God's children on their own two feet right here on earth.16 Now, let me say briefly that we must reaffirm our commitment to nonviolence. I want to stress this. The futility(无益无用) of violence in the struggle for racial justice has been tragically etched(腐蚀) in all the recent Negro riots. Yesterday, I tried to analyze the riots and deal with their causes. Today I want to give the other side. There is certainly something painfully sad about a riot. One sees screaming youngsters and angry adults fighting hopelessly and aimlessly againstimpossible odds. And deep down(事实上) within them, you can even see a desire for self-destruction自杀, a kind of suicidal longing.17 Occasionally Negroes contend(主张) that the 1965 Watts riot and the other riots in various cities represented effective civil rights action. But those who express this view always end up with stumbling(出错的) words when asked what concrete gains have been won as a result. At best, the riots have produced a little additional antipoverty money allotted(分配摊派) by frightened government officials, and a few water-sprinklers to cool the children of the ghettos. It is something like improving the food in the prison while the people remain securely incarcerated(监禁) behind bars. Nowhere have the riots won any concrete improvement such as have the organized protest demonstrations. When one tries to pin down迫使作出决定advocates of violence as to what acts would be effective, the answers are blatantly(看穿了地) illogical. Sometimes they talk of overthrowing(推翻) racist state and local governments and they talk about guerrilla warfare. They fail to see that no internal revolution has ever succeeded in overthrowing a government by violence unless the government had already lost the allegiance(拥护) and effective control of its armed forces. Anyone in his right mind knows that this will not happen in the United States. In a violent racial situation, the power structure has the local police, the state troopers(骑兵), the National Guard(国民警卫军、后备役)and, finally, the Army to call on—all of which are predominantly white. Furthermore, few if any violent revolutions have been successful unless the violent minority had the sympathy and support of the nonresistant majority. Castro may have had only a few Cubans actually fighting with him up in the hills, but he could never have overthrown the Batista regime(政权) unless he had the sympathy of the vast majority of Cuban people.18 It is perfectly clear that a violent revolution on the part of American blacks would find no sympathy and support from the white population and very little from the majority of the Negroes themselves. This is no time for romantic illusions and empty philosophical debates about freedom. This is a time for action. What is needed is a strategy for change, a tactical program that will bring the Negro into the mainstream of American life as quickly as possible. So far, this has only been offered by the nonviolent movement. Without recognizing this we will end up with solutions that don't solve, answers that don't answer and explanations that don't explain.19 And so I say to you today that I still stand by nonviolence. And I am still convinced that it is the most potent(威力大的)weapon available to the Negro in his struggle for justice in this country. And the other thing is that I am concerned about a better world. I'm concerned about justice. I'm concerned about brotherhood. I'm concerned about truth. And when one is concerned about these, he can never advocate violence. For through violence you may murder a murderer but you can't murder. Through violence you may murder a liar but you can't establish truth. Through violence you may murder a hater, but you can't murder hate. Darkness cannot put out darkness. Only light can do that.20 And I say to you, I have also decided to stick to love. For I know that love is ultimately the only answer to mankind's problems. And I'm going to talk about it everywhere I go. I know it isn't popular to talk about it in some circles today. I'm not talking about emotional bosh when I talk about love, I'm talking about a strong, demanding love. And I have seen too much hate. I've seen too much hate on the faces of sheriffs(县司法长官) in the South. I've seen hate on the faces of too many Klansmen and too many White Citizens (Councilors议员) in the South to want to hate myself, because every time I see it, I know that it does something to their faces and their personalities and I say to myself that hate is too great a burden to bear. I have decided to love. Ifyou are seeking the highest good(善,) I think you can find it through love. And the beautiful thing is that we are moving against wrong when we do it, because John was right, God is love. He who hates does not know God, but he who has love has the key that unlocks the door to the meaning of ultimate reality.21 I want to say to you as I move to my conclusion, as we talk about "Where do we go from here," that we honestly face the fact that the Movement must address itself to the question of restructuring the whole of American society. There are forty million poor people here. And one day we must ask the question, "Why are there forty million poor people in America?" And when you begin to ask that question, you are raising questions about the economic system, about a broader distribution of wealth. When you ask that question, you begin to question the capitalistic economy. And I'm simply saying that more and more, we've got to begin to ask questions about the whole society. We are called upon to help the discouraged beggars in life's market place. But one day we must come to see that an edifice(大建筑物)which produces beggars needs restructuring. It means that questions must be raised. You see, my friends, when you deal with this, you begin to ask the question, "Who owns the oil?" You begin to ask the question, "Who owns the iron ore(铁矿石)?" You begin to ask the question, "Why is it that people have to pay water bills ina world that is two thirds water?" These are questions that must be asked.22 Now, when I say question the whole society, it means ultimately(从根本上)coming to see that the problem of racism(种族主义,种族歧视), the problem of economic exploitation, and the problem of war are all tied together. These are the triple evils that are interrelated(相互联系).23 If you will let me be a preacher just a little bit - One night, a juror(陪审员)came to Jesus and he wanted to know what he could do to be saved. Jesus didn't get bogged down in(陷入僵局中) the kind of isolated(孤立的,孤单的,单一的)approach(方式,道路)of what he shouldn't do. Jesus didn't say, "Now Nicodemus, you must stop lying." HE didn't say, "Nicodemus, you must stop cheating if you are doing that." He didn't say, "Nicodemus, you must not commit (致力于,犯---错)adultery(通奸)." He didn't say, "Nicodemus, now you must stop drinking liquor (烈酒)if you are doing that excessively(过分地,极端地,非常)." He said something altogether different, because Jesus realized something basic - that if a man will lie, he will steal. And if a man will steal, he will kill. So instead of just getting bogged down in one thing, Jesus looked at him and said, "Nicodemus, you must be born again."24 He said, in other words, "Your whole structure must be changed." A nation that will keep people in slavery for 244 years will "thingify" them - make them things. Therefore they will exploit(剥削)them, and poor people generally, economically. And a nation that will exploit economically will have to have foreign investments and everything else, and will have to use its military(军事的,军队的)might(强大力量,威信)to protect them. All of these problems are tied together. What I am saying today is that we must go from this convention(惯例,习俗,常规)and say, "America, you must be born again!"25 So, I conclude by saying again today that we have a task and let us go out with a "divine(上帝的,神的) dissatisfaction." Let us be dissatisfied until America will no longer have a high blood pressure of creeds(教条)and an anemia(贫血症)of deeds(行动). Let us be dissatisfied until the tragic(悲惨的,不幸的)walls that separate the outer city of wealth and comfort and the inner city of poverty and despair shall be crushed(压碎,碾碎)by the battering(猛击,打击)rams (破城锤)of the forces of justice. Let us be dissatisfied until those that live on the outskirts(郊区,边界)of hope are brought into the metropolis (大都市)of daily security. Let us bedissatisfied until slums(贫民窟)are cast into(把- -投入)the junk(废旧的)heaps(杂物堆)of history, and every family is living in a decent(像样的)sanitary(卫生的)home. Let us be dissatisfied until the dark yesterdays of segregated(种族隔离的)schools will be transformed into bright tomorrows of quality(优质的), integrated(平等的,取消隔离的)education. Let us be dissatisfied until integration(取消隔离)is not seen as a problem but as an opportunity to participate in the beauty of diversity. Let us be dissatisfied until men and women, however black they may be, will be judged on the basis of the content of their character and not on the basis of the color of their skin. Let us be dissatisfied. Let us be dissatisfied until every state capitol(议会大厦)houses a governor who will do justly, who will love mercy and who will walk humbly with his God. Let us be dissatisfied until from every city hall, justice will roll down(倾盆而下)like waters and righteousness(正直)like a mighty(强大的)stream. Let us be dissatisfied until that day when the lion and the lamb(羔羊)shall lie down together. and every man will sit under his own vine and fig(无花果)tree and none shall be afraid. Let us be dissatisfied. And men will recognize that out of one blood God made all men to dwell(居住,栖息)upon the face of the earth. Let us be dissatisfied until that day when nobody will shout "White Power!" - when nobody will shout "Black Power!" - but everybody will talk about God's power and human power.26 I must confess, my friends, the road ahead will not always be smooth. There will still be rocky places of frustration and meandering(蜿蜒)的points of bewilderment. There will be inevitable setbacks here and there. There will be those moments when the buoyancy(恢复力) of hope will be transformed into the fatigue of despair. Our dreams will sometimes be shattered and our ethereal(轻飘的) hopes blasted. We may again with tear-drenched (湿透)eyes have to stand before the bier(棺材) of some courageous civil-rights worker whose life will be snuffed out(扼杀) by the dastardly acts of bloodthirsty mobs(嗜杀的暴徒). Difficult and painful as it is, we must walk on in the days ahead with an audacious (有冒险精神的)faith in the future. And as we continue our charted course, we may gain consolation in the words so nobly left by that great black bard who was also a great freedom fighter of yesterday, James Weldon Johnson:Stony the road we trod, 踏着崎岖的石路Bitter the chastening rod 领悟着惩戒木的苦涩Felt in the days 感受到昔日When hope unborn had died. 夭折的希望Yet with a steady beat, 依然坚定的步伐Have not our weary feet 没有阻碍我们疲惫的双脚Come to the place 踏上了For which our fathers sighed? 我们祖先悲叹的土地We have come over the way 我们已经走上That with tears hath been watered. 泪水浸湿的道路We have come treading our paths 我们已经踏上Through the blood of the slaughtered, 洒满先人鲜血的小径Out from the gloomy past, 走出阴郁的过去Till now we stand at last 我们终于站在Where the bright gleam 闪烁着光芒Of our bright star is cast. 耀眼的亮星下27 Let this affirmation be our ringing cry(集结号,响亮的口号). It will give us the courage to face the uncertainties of the future. It will give our tired feet new strength as we continue our forward stride(大步行走)toward the city of freedom. When our days become dreary(令人沮丧的)with low hovering (徘徊)clouds of despair, and when our nights become darker than a thousand midnights, let us remember that there is a creative force in this universe, working to pull down the gigantic(巨大的)mountains of evil, a power that is able to make a way out of no way and transform dark yesterdays into bright tomorrows. Let us realize the arc of the moral universe is long but it bends toward justice.28 Let us realize that William Cullen Bryant is right: "Truth crushed(压碎,压坏)to earth will rise again." Let us go out realizing that the Bible is right: "Be not deceived(欺骗), God is not mocked (挖苦). Whatsoever a man soweth(播种), that shall he also reap(收获)." This is our hope for the future, and with this faith we will be able to sing in some not too distant tomorrow with a cosmic(无尽的苍穹)past tense, "We have overcome, we have overcome, deep in my heart, I did believe we would overcome."Good Move. People Move. Ideas Move. And Cultures ChangeToday we are in the throes of a worldwide reformation of cultures, a tectonic shift of habits and dreams called, in the curious argot of social scientists, "globalization." It's an inexact term for a wild assortment of changes in politics, business, health, entertainment. "Modern industry has established the world market. All old-established national industries are dislodged by new industries whose products are consumed, not only at home, but in every quarter of the globe. In place of the old wants we find new wants, requiring for their satisfaction the products of distant lands and climes." Karl Marx and Friedrich Engels wrote this 150 years ago in The Communist Manifesto. Their statement now describes an ordinary fact of life. How people feel about this depends a great deal on where they live and how much money they have. Yet globalization, as one report stated, "is a reality, not a choice." Humans have been weaving commercial and cultural connections since before the first camel caravan ventured afield. In the 19th century the postal service, newspapers, transcontinental railroads, and great steam-powered ships wrought fundamental changes. Telegraph, telephone, radio, and television tied tighter and more intricate knots between individuals and the wider world. Now computers, the Internet, cellular phones, cable TV, and cheaper jet transportation have accelerated and complicated these connections. Still, the basic dynamic remains the same: Goods move. People move. Ideas move. And cultures change. The difference now is the speed and scope of these changes. It took television 13 years to acquire 50 million users; the Internet took only five. Not everyone is happy about this. Some Western social scientists and anthropologists, and not a few foreign politicians, believe that a sort of cultural cloning will result from what they regard as the "cultural assault" of McDonald's, Coca-Cola, Disney, Nike, MTV, and the English language itself—more than a fifth of all the people in the world now speak English to some degree. Whatever their backgrounds or agendas, these critics are convinced that Western—often equated with American—influences will flatten every cultural crease, producing, as one observer terms it, one big "McWorld." Popular factionssprout to exploit nationalist anxieties. In China, where xenophobia and economic ambition have often struggled for the upper hand, a recent book called China can say no became the best-seller by attacking what it considers the Chinese willingness to believe blindly in foreign things, advising Chinese travelers to not fly on a Boeing 777 and suggesting that Hollywood be burned, There are many Westerners among the denouncers of Western cultural influences, but James Watson, a Harvard anthropologist, isn't one of them. "The lives of Chinese villagers I know are infinitely better now than they were 30 years ago," he says. "China has become more openpartly because of the demands of ordinary people. They want to become part of the world—I would say globalism is the major force for democracy in China. People want refrigerators, stereos, CD players. I feel it's a moral obligation not to say: ‘Those people out there should continue to live in a museum while we will have showers that work.'" Westernization, I discovered over months of study and travel, is a phenomenon shot through with inconsistencies and populated by very strange bedfellows. Critics of Western culture blast Coke and Hollywood but not organ transplants and computers. Boosters of Western culture can point to increased efforts to preserve and protect the environment. Yet they make no mention of some less salubrious aspects of Western culture, such as cigarettes and automobiles, which, even as they are being eagerly adopted in the developing world, are having disastrous effects. Apparently westernization is not a straight road to hell, or to paradise either. But I also discovered that cultures are as resourceful, resilient, and unpredictable as the people who compose them. In Los Angeles, the ostensible fountainhead of world cultural degradation, I saw more diversity than I could ever have supposed—at Hollywood High School the student body represents 32 different languages. In Shanghai I found that the television show Sesame Street has been redesigned by Chinese educators to teach Chinese values and traditions. "We borrowed an American box," one told me, "and put Chinese content into it." In India, where there are more than 400 languages and several very strict religions, McDonald's serves mutton instead of beef and offers a vegetarian menu acceptable to even the most orthodox Hindu. The critical mass of teenagers—800 million in the world, the most there have ever been—with time and money to spend is one of the powerful engines of merging global cultures. Kids travel, they hang out, and above all they buy stuff. I'm sorry to say I failed to discover who was the first teenager to put his baseball cap on backward. Or the first one to copy him. But I do know that rap music, which sprang from the inner-city ghettos, began making big money only when rebellious white teenagers started buying it. But how can anyone predict what kids are going to want? Companies urgently need to know, so consultants have sprung up to forecast trends. They're called "cool hunters," and Amanda Freeman took me in hand one morning to explain how it works. Amanda, who is 22, works for a New York-based company called Youth Intelligence and has come to Los Angeles to conduct one of three annual surveys, whose results go to such clients as Sprint and MTV. She has shoulder-length brown hair and is wearing a knee-length brocade skirt and simple black wrap top. Amanda looks very cool to me, but she says no. "The funny thing about my work is that you don't have to be cool to do it," she says. "You just have to have the eye." We go to a smallish ‘50s-style diner in Los Feliz, a slightly seedy pocket east of Hollywood that has just become trendy. Then we wander through a few of the thrift shops. "If it's not going to be affordable," Amanda remarks, "it's never going to catch on." What trends does she see forming now? " the home is becoming more of a social place again. And travel's huge right now—you go to a place and bring stuff back." "It's really hard to be original these days, so the easiest way to come up with new stuff is to mix things that already exist. Fusion is going to be the huge term that。
The Digital Divide in a Globalized World
The Digital Divide in a GlobalizedWorld数字鸿沟在全球化世界中在当今全球化的世界中,数字技术的普及和应用已经成为现代社会不可或缺的一部分。
然而,正如硅谷的繁荣与发展所展示的那样,数字化并非在整个世界都得到平等的应用。
在数字鸿沟的存在下,全球化可能导致进一步的不平等,并深化已有的差距。
数字鸿沟是指不同社会群体和地区之间在数字技术的访问和应用方面存在的差异。
虽然在全球范围内宽带互联网的普及率不断提高,但仍有许多地区无法享受到数字化带来的便利。
根据联合国最新数据显示,全球超过三分之二的人口仍然无法上网,其中大多数集中在发展中国家。
首先,数字鸿沟加剧了不平等。
数字技术的广泛应用给那些有经济能力和技术能力的人带来了许多机会和优势。
在发达国家和一些发展中国家,许多业务和服务都已经数字化,这使得人们能够更便捷地获取信息、开展商业活动、获得教育资源等。
然而,对于那些没有数字技能和资源的人来说,他们面临着被边缘化和被排除在数字化进程之外的风险。
其次,数字鸿沟加剧了全球南北之间的差距。
在全球南方,特别是在撒哈拉以南非洲和一些亚洲国家,数字鸿沟的问题更为突出。
由于缺乏基础设施、高昂的设备价格和低速的互联网连接,这些国家的大部分人口无法分享数字革命带来的好处。
与此同时,发达国家和一些新兴经济体不仅在技术能力上领先,而且在数字化产业和服务方面也占据了主导地位。
这导致了全球南北之间数字化的鸿沟进一步扩大,南方国家在数字经济中的参与度和说服力越来越弱。
然而,数字鸿沟的解决并不是一件容易的事情。
其中最主要的障碍是缺乏投资和基础设施建设。
对于发展中国家的许多地区来说,廉价的宽带网络仍然是一个遥不可及的梦想。
除了在网络基础设施上投入更多的资金外,还需要加强技术培训和普及工作,使更多的人能够获得数字技能和知识。
此外,政府和国际组织之间的合作也是至关重要的。
只有通过全球共同努力,才能建立一个更公平、更包容、更可持续的数字化世界。
与数字时代有关的英文短语
与数字时代有关的英文短语Here is an essay of over 1000 words on the topic "English phrases related to the digital age":The digital age has brought about a revolutionary transformation in the way we live our lives. With the rapid advancements in technology, our language has also evolved to encompass a wide range of new terms and phrases that reflect the changing landscape of our digital world. These English phrases, often coined to describe the various aspects of our technological landscape, have become an integral part of our everyday discourse.One of the most commonly used phrases in the digital age is "digital footprint". This refers to the trail of data that individuals leave behind as a result of their online activities. From the posts we share on social media to the websites we visit, our digital footprint is a testament to our virtual presence and the impact we have on the digital world. As we navigate the vast expanse of the internet, it is important to be mindful of the digital footprint we are leaving behind and the potential implications it may have on our personal and professional lives.Another phrase that has become ubiquitous in the digital age is "online presence". This refers to an individual's or organization's visibility and activity on the internet. A strong online presence can be a powerful tool for building brand recognition, connecting with customers, and staying ahead of the competition. From actively engaging on social media platforms to maintaining a well-designed website, a robust online presence can be the key to success in the digital age.The term "digital native" is another phrase that has emerged in the context of the digital age. This refers to individuals who have grown up in the digital era and are comfortable with technology and digital tools. Digital natives are often seen as tech-savvy and adaptable, with a natural affinity for navigating the digital landscape. In contrast, "digital immigrants" are those who have had to adapt to the digital age later in life, often finding the transition more challenging.The concept of "big data" has also become a significant part of the digital age lexicon. Big data refers to the vast amounts of information that are generated and collected through various digital platforms and devices. The ability to analyze and extract insights from this data has become crucial for businesses and organizations looking to gain a competitive edge. From personalized marketing strategies to predictive analytics, big data has transformed the way we approach decision-making and problem-solving.Another phrase that has gained prominence in the digital age is "cloud computing". This refers to the on-demand availability of computer system resources, especially data storage and computing power, without direct active management by the user. The cloud has revolutionized the way we store, access, and share information, allowing for greater flexibility, scalability, and collaboration in the digital landscape.The concept of "Internet of Things" (IoT) is another phrase that has become increasingly relevant in the digital age. IoT refers to the network of interconnected devices, such as home appliances, vehicles, and wearable technologies, that can communicate and exchange data with each other. This has led to the creation of "smart" devices and systems that can automate and optimize various aspects of our lives, from home energy management to personal health monitoring.The term "social media" is perhaps one of the most recognizable phrases in the digital age. Social media platforms have transformed the way we communicate, share information, and build connections with others. From Facebook and Twitter to Instagram and TikTok, these digital spaces have become integral to our personal and professional lives, allowing us to connect with a global audience and stay up-to-date with the latest trends and developments.The concept of "digital detox" is another phrase that has gained traction in the digital age. As our reliance on technology and digital devices has increased, there has been a growing awareness of the need to take breaks from the constant stimulation and connectivity.A digital detox refers to the practice of temporarily disconnecting from digital devices and platforms in order to reduce stress, improve mental well-being, and reconnect with the physical world.The phrase "fake news" has also become a significant part of the digital age lexicon. This refers to the intentional spread of misinformation or false information through various digital channels, often with the aim of manipulating public opinion or influencing political and social outcomes. The rise of fake news has highlighted the importance of critical thinking, fact-checking, and media literacy in the digital age.Finally, the term "digital transformation" has become a buzzword in the business world. This refers to the integration of digital technologies into all areas of a business, fundamentally changing how the organization operates and delivers value to its customers. From automating processes to leveraging data analytics, digital transformation has become a crucial strategy for businesses looking to stay competitive and relevant in the digital age.These English phrases, and many others, have become essential components of our digital vocabulary, reflecting the profound impact that technology has had on our lives. As we continue to navigate the ever-evolving digital landscape, it is important to understand and embrace these key terms and concepts, as they will continue to shape our experiences and interactions in the digital age.。
digital divide
Digital Divide And The Situation in The United KingdomWith the development of the modern technology, it is more and more obvious that there is a part of people, especially the younger generations, becoming using information and communication technologies (ICTs) in their everyday lives. Researchers have suggested them has digital natives. The appearance of the digital natives have become the targets of research and academic discourse in the recent twenty years. Even through there is still a few researches focusing on the impact of modern ICTs, they are inevitably very significant in present by influencing the world in the ways like communicating, studying and socializing. However, the penetration of ICTs is quite unequal in the wold as well as in the United Kingdom. Therefore, this essay will firstly focus on the definition of digital divide and its importance, then it will discuss its influence in UK. Then, the author will smoothly come to a conclusion (International Telecommunication Union, 2013).As to the definition of digital divide, researchers have suggested it as the unequal ability to access and use Information Communications Technology (ICTs). As to the Information Communications Technology, it refers to “the fixed and mobile networks and devices with equal weight, but also attach importance to the applications and services that run over those networks” (Andreasson, 2013).While many developed countries or areas gain ability to provide their people with more and more advanced ICTs devices and services, those who are not able to achieve modern ICTs are falling far more behind (Andreasson, 2013). It is significant for people and government to focus on the unequal access to Information Communications Technology nowadays. According to the researches, although it is the world’s trend to taking advantages of ICTs, the penetration of ICTs varies from country to country.In Timor-Leste, the penetration of ICTs is about 0.1 per cent, while in iceland, the level of percentage peaks at 14. Around 5.5 per cent is the median level, and countries including Belarus, Syria and China are with it. Scholars have pointed out that countries with relatively high penetration of ICTs are the developed ones or the ones with high income, for instance, celand, New Zealand, the Republic of Korea and the United States. As to thedeveloping countries or relatively lower-income countries, they usually have low ICTs penetration level, for example, only about 1.9 per cent of the populations are digital natices in many countries in African area (International Telecommunication Union, 2013).As a matter of fact, ICTs plays a more and more important role in the UK society as well. The widespread web, computer-mediated communication and mobile telecommunications technologies are of important in people’s life in the United Kingdom. When individuals purchase goods, communicate with friends, have courses and hunt for jobs, they do not have to go out anymore, all things mentioned above are able to be processed by services of ICTs. “ICT now lies at the heart of most of the activities”, it penetrates almost every side of people’s lives in UK. They can even process community affairs and conduct financial transactions by way of ICTs. In addition, government and public services are also becoming focused on ICTs as well. People now are able to communicate with the government, health and welfare services, the criminal justice system and other social institutions by means provided by ICTs, for example, the internet, digital TV and mobile telephony (Selwyn and Facer, 2007). Hence, it can be summed as life changing when people start to using ICTs in UK. It is socially, economically, culturally and politically significant in the UK’s modern society.However, researchers have also suggested that digital divide is also an inevitable obstacle for the United Kingdom to set up a modern digital society. Researches have claimed that as the widespread of ICTs in people’s daily lives in UK, the level of digital divide have not decreased. On the other hand, the unequal use of ICTs becomes a more obvious threat. It has been pointed out that a great part of the UK society is suffering the digital disadvantages (Selwyn and Facer, 2007), for example, the incontinent access to fast internet service, 4G mobile phone service as well as wifi service. In that case, it is reasonable for the UK government to pay attention to the digital divide phenomenon. According to the scholars, with more serous focus and careful considerations, it is possible for the UK society to reduce the gap of digital divide (Selwyn and Facer, 2007). Inthat case, the society is able to share ICTs services more equally, and the government can build a successful digital society.According to the discussion above, digital divide refers to the unequal phenomenon that people are able to access information and communication technologies (ICTs) differently (International Telecommunication Union, 2013). As researches have show, different areas have different ability to achieve ICTs such as internet, mobile phone service and wifi services. And as to the researches, countries with high percentage of digital natives are relatively developed ones, for example, Iceland, Korea and the US (Andreasson, 2013). Unable to achieve UCTs makes the developing areas fall far behind. In that case, it is reasonable for governments to focus on the digital divide nowadays. As to the United Kingdom, UCTs plays a significant role in the people’s daily lives. However, its digital divide is also threatening the society. As the services of UCTs such as the internet impact the society socially, economically, culturally and politically (Selwyn and Facer, 2007), it is significant for the UK government to tackle the digital divide.Word account: 996ReferenceInternational Telecommunication Union (2013). Measuring the Information Society, Chapter 4 - Measuring the world’s digital natives. ITU: Geneva.Andreasson, K., (2013). Redefining the digital divide. The Economist Intelligence Unit: London.Selwyn, N. and Facer, K., (2007). Beyond the digital divide - Rethinking digital inclusion for the 21st century. Futurelab: UK.。
Unit3TheInternetReadingandThinking课件高中英语人教版(_1
hard-working helpful selfless grateful
shop online send e-mails stream music and movies
Prediction
1.What do you think the text will say?
The text will say that we have been changed a lot by the Internet and that it has brought us together.
cyberbully
Ignore cyberbully information than to respond to them
addiction
Control the time of surfing the Internet
1. Make full uses of the advantages of the Internet.
public bike system. Bikes can be rented by using online apps-
no need for paperwork or ___c_a_s_h____ payment. In 2016, the parking system for Wuzhen's WIC centre was _u__p_d_a_t_e_d_ to
Jan's life has been greatly improved by thegh tough times, you meet others who are facing similar challenges,” Jan says. “Thinking about other people's situations inspired me to offer help.”
Africa and the digital divide - Christian Fuchs
Africa and the digital divideChristian Fuchsa,*,Eva Horak b a ICT&S Center for Advanced Studies and Research in Information and Communication Technologies and Society,University of Salzburg,Sigmund Ha ffner Gasse 18,5020Salzburg,Austria b University of Vienna,AustriaReceived 14March 2006;received in revised form 18June 2006;accepted 19June 2006AbstractThe digital divide is a phenomenon linked not only to the topic of access to the Internet,but also to the one of usage and usage benefit.In this paper we take a look at the global digital divide concerning Africa,we analyze the situation with the help of macro-data and by discussing specific examples (Ghana,South Africa).We also address suggestions that have been made for closing the global digital divide and point out that such solutions require more fundamental changes of society and cannot be achieved by technology alone.Ó2006Elsevier Ltd.All rights reserved.Keywords:Information society;Digital divide;Africa;Developing countries;Globalization;Capitalist development1.IntroductionThe aim of this paper is to discuss the digital divide in Africa and possible solutions.We first develop a theoretical concept of the digital divide (Section 1),then we present empirical macro-data and two specific examples (Ghana,South Africa)concerning the digital divide in Africa (Section 2),we discuss di fferent strat-egies for closing the global digital divide (Section 3),and finally make some conclusions (Section 4).The fol-lowing research questions are addressed in this paper:*How does the digital divide a ffect Africa?*Which solutions for the global digital divide are suggested?*Which role do neoliberal policies play in the discourse on the global digital divide?The topic of the digital divide concerns the unequal access to and usage of new technologies.Why is Africa of special interest in this discourse?The UN Human Development Report shows that Sub-Saharan Africa is the least developed region of the world in terms of life expectancy,school enrolment ratio,income (UNHDR,0736-5853/$-see front matter Ó2006Elsevier Ltd.All rights reserved.doi:10.1016/j.tele.2006.06.004*Corresponding author.Tel.:+4366280444823.E-mail addresses:christian.fuchs@sbg.ac.at (C.Fuchs),evahorak@ (E.Horak).Available online at Telematics and Informatics 25(2008)99–116/locate/tele100 C.Fuchs,E.Horak/Telematics and Informatics25(2008)99–1162005,p.222),and undernourishment(UNHDR,2005,p.243).Somebody born in a Sub-Saharan country can expect to live33fewer years than a person born in a rich country(UNHDR,2005,p.26).Africa is the con-tinent most struck by poverty and other global problems.Globalization is based on an unequal geography that excludes larges part of Africa.The issue of global inequality is connected to the topic of the digital divide because technology is one aspect of material wealth and wealth production is more and more based on tech-nology and knowledge.Africa is of particular importance here because it is the most marginalized and excluded region of the world.This fact brings up the question if Africa benefits more or less than industrialized countries from the rise of the Internet and new media.Also UN Secretary General KofiAnnan has pointed out that communication and the access to communi-cation technologies are just like social security fundamental human rights and that the digital divide is a press-ing humanitarian issue:‘‘Three days from now,the world’s population will pass the six billion mark.Five out of those six billion live in developing countries.For many of them,the great scientific and technical achievements of our era might as well be taking place on another planet.(...)The capacity to receive,download and share information through electronic networks,the freedom to communicate freely across national boundaries–these must become realities for all people.(...)These people lack many things:jobs,shelter,food,health care and drinkable water.Today,being cut offfrom basic telecommunications services is a hardship almost as acute as these other deprivations,and may indeed reduce the chances offinding remedies to them.’’(Annan,1999).Ghana and South Africa are two of the seven African countries that signed the WTO Telecommunications Agreement in1997(the others are Cote d’Ivoire,Mauritius,Morocco,Senegal,and Tunisia).The agreement requires countries to liberalize their telecommunications markets and to open these markets for foreign inves-tors.We focus on Internet in Ghana and South Africa as two examples in this paper because liberalization policies are of particular importance there.Hence,the frequently voiced hypothesis that the digital divide can be reduced by market liberalization can be put to test in these cases.Manuel Castells defines the digital divide as‘‘inequality of access to the Internet’’(Castells,2002,p.248). Access to the Internet is moreover‘‘a requisite for overcoming inequality in a society which dominant func-tions and social groups are increasingly organized around the Internet’’(Castells,2002,p.248).Jan van Dijk who can besides Manuel Castells be considered as the most important theorist of the network society defines the digital divide as‘‘the gap between those who do and do not have access to computers and the Internet’’(Van Dijk,2006,p.178).Pippa Norris sees it as‘‘any and every disparity within the online community’’(Nor-ris,2001,p.4),Ernest J.Wilson III as‘‘an inequality in access,distribution,and use of information and com-munication technologies between two or more populations’’(Wilson,2006,p.300).Which types of the digital divide can be identified?Van Dijk and Hacker(2003)argue that there are four types of barriers to access:•The lack of‘‘mental access’’refers to a lack of elementary digital experience.•The lack of‘‘material access’’means a lack of possession of computers and network connections.•The lack of‘‘skill access’’is a lack of digital skills.•The lack of‘‘usage access’’signifies the lack of meaningful usage opportunities.Van Dijk has demonstrated that in terms of physical access to computers and the Internet,the digital divide is closing in developed countries,whereas in developing societies it is still growing.In terms of skill access and usage access,the digital divide is both widening and deepening.He argues that information skills(the skills needed to search,select,and process information in computer and network sources)and strategic skills (the capacities to use these sources as the means for specific goals and for the general goal of improving one’s position in society)as aspects of the skill access are‘‘extremely unevenly divided among the populations of both developing and developed societies’’(Van Dijk,2006,p.181).Concerning usage access van Dijk has found that people with high levels of education and income tend to use database,spreadsheet,bookkeeping, and presentation applications significantly more than people with low levels of education and income who favour simple consultations,games,and other entertainment(Van Dijk,2006,182sq).It is naive to believe that mental and material access is enough so that problems of skill access and usage access will diminish(Van Dijk and Hacker,2003).But faith in bridging the digital gap in this way is wide-spread in science.C.Fuchs,E.Horak/Telematics and Informatics25(2008)99–116101Norris(2001)describes the digital divide as a multidimensional phenomenon,she distinguishes between the global digital divide,the social divide,and the democratic divide(Table1).For Norris the social divide includes the income gap,which makes a difference between those who can afford computer and Internet access and those who cannot.Castells furthermore identifies an education gap,an ethnical divide,an age gap,a family/single gap,and an ability/disability gap(Castells,2002).For Wilson(2006)there are eight aspects of the digital divide:physical access(access to ICT devices),financial access(cost of ICT services relative to annual income),cognitive access(ICT skills),design access(usability), content access(availability of relevant applications and information online),production access(capacity to produce one’s own content),institutional access(availability of institutions that enable access),and political access(access to the governing institutions where the rules of the game are written).Wilson relates these eight aspects to six demographic dimensions of the digital divide:gender,geography,income,education,occupa-tion,and ethnicity.The core of society consists of three subsystems(cf.Fuchs,2003a,2005a):the economic system in which use values and property that satisfy human needs are produced,the political systems in which power is distributed in a certain way and collective decisions are taken,and the cultural system in which skills,meaning,and com-petencies are acquired,produced,and enacted in ways of life.This distinction can,e.g.,be found in the works of Anthony Giddens who says that symbolic orders and forms of discourse are concerned with the constitu-tion of rules(culture),that political institutions deal with authoritative resources(polity),and that economic institutions are concerned with allocative resources(economy)(cf.Fuchs,2003c);as well as in the works of Pierre Bourdieu who distinguishes economic,political,and cultural capital as the three structural features of society(cf.Fuchs,2003b).Hence,we argue that besides general social forms of the digital divide,there is also an economic divide,a political divide,and a cultural divide.Technologies enable and constrain human practices,their main dimensions are the material access to them (in modern society mainly with the help of money as technologies are sold as commodities),the capability to use them,the capability to use them in such ways that oneself and others can benefit,and embedding institu-tions.The digital divide refers to unequal patterns of material access to,usage capabilities of,benefits from computer-based information-and communication technologies that are caused by certain stratification pro-cesses that produce classes of winners and losers of the information society,and participation in institutions governing ICTs and society.Material access refers to the availability of hardware,software,applications,net-works,and the usability of ICT devices and age and skills access refers to the capabilities needed for operating ICT hardware and applications,for producing meaningful online content,and for engag-ing in online communication and co-operation.Benefit access refers to ICT usage that benefits the individual and advances a good society for all.Institutional access refers to the participation of citizens in institutions that govern the Internet and ICTs,and to the empowerment of citizens by ICTs to participate in political information,communication,and decision processes.Stratification patterns are on the one hand social hier-archies such as age,family status,ability,gender,ethnicity,origin,language,and geography(urban/rural). These categories have resulted in different types of the social divide.On the other hand unequal patterns of material access,usage capabilities,benefits,and participation concerning ICTs are also due to the asymmetric distribution of economic(money,property),political(power,social relationships),and cultural capital(skills). Hence,there is also an economic divide,a political divide,and a cultural divide.In modern society structures take on the form of capital that is accumulated and unevenly distributed so that different social classes and class fractions with a different(high,medium,low)total amount of economic,political,and cultural capital are created(cf.Fuchs,2003b).The reason why there are gaps in access,usage/skills,benefit,and participation Table1Pippa Norris’dimensions of the digital divide(Norris,2001,p.4)Types of digital divide Signified byGlobal divide Divergence of Internet access between industrialized and developed societiesSocial divide Gap between information rich and poor in each nationDemocratic divide Difference between those who do,and do not,use the opportunities of digital resources to engage,mobilize and participate in public lifeconcerning ICTs is the multidimensional class structure of modern society that creates structural inequalities.People with high income,far-reaching and influential social relationships,good education and high skills are much more likely to have access to ICTs,to be capable of using ICTs,to benefit from this usage,and to be supported in political participation by ICTs than people who are endowed with only a little amount of eco-nomic,political,or cultural capital.Table 2summarizes aspects and dimensions of the digital divide.James (2003,p.45)defines the global digital divide as ‘‘the strikingly di fferential extent to which rich and poor countries are enjoying the benefits of information technology’’and as ‘‘the unequal distribution of com-puters,Internet connections,fax machines and so on between countries’’(James,2003,p.23).What Pippa Norris and Je ffrey James call the global digital divide is mainly an aspect of the economic divide because it concerns the di fference in access to and usage of ICTs between rich countries and poor countries.Poor coun-tries are those endowed with little economic capital,people there are much less likely to be able to access ICTs,to know how to use them,to benefit from usage,and to participate in embedding institutions.Developing countries are not only economically excluded,but also deprived of political power and cultural skills needed for active participation in the information society.2.Africa and the global divide:data and examplesThe following scale shows the urgency of the problem of the global digital divide in Africa.Table 3presents an actual Internet usage statistic for Africa (Africa Internet Usage and Population Stats,data from 2006).An Internet user is in this statistical analysis defined as a person having available access to an Internet connection point and the basic knowledge required to use the Internet (/surfing.htm ).Although Africa makes up 14.1%of the world population,only 2.6%of all Internet users live in Africa.A case-study by Oyelaran-Oyeyinka and Nyaki Adeya (2004)on Internet access in Africa shows as an example of the global digital divide that the costs of Internet use in Kenya and Nigeria are extremely high:‘‘The mid-2002average cost of using a local dial-up Internet account for 20h per month is about $60(includ-ing usage fee and local call time but excluding telephone line rental).In the US,the average cost is less than this cost including telephone charges’’(Oyelaran-Oyeyinka and Nyaki Adeya,2004,p.71).2.1.Human development and Internet access in AfricaTable 4shows the Internet access and human development of African countries (data from 2006).Table 3shows that in 200515.2%of the world population had access to the Internet.Table 4demonstrates that of the 57African countries only three countries have an access rate that is higher than the worldwide Table 2Aspects and dimensions of the digital divideEconomiccapitalPolitical capital Cultural capital Age Family status Gender Ability Ethnicity Origin Language GeographyMaterial accessUsage and skillsaccessBenefit accessInstitutional access Table 3Internet usage in Africa and on the globe 2006RegionPopulation (2006Est.)Share of world population Internet users,latest data (March 2006)Internet penetration (%population)%Users in world Total for Africa915,210,92814.1%23,649,000 2.6 2.3Rest of the world5,584,486,13285.9%999,214,30717.997.7World total 6,499,697,060100.0%1,022,863,30715.7100.0Source .Internet World Statistics:/stats1.htm .102 C.Fuchs,E.Horak /Telematics and Informatics 25(2008)99–116Table4Internet access in and human development of African countries,March2006 Africa Internet usage statisticsPopulation (2006Est.)Internet users–December2000Internet users,latest data%Population(penetration)UN HDI rank(UNHDR,2005)Algeria33,033,54650,000845,000 2.6103Angola13,115,60630,000172,000 1.3160Benin7,513,94615,000100,000 1.3162Botswana1,856,80015,00060,000 3.2131Burkina Faso12,113,52310,00053,2000.4175Burundi7,909,395300025,0000.3169Cameroon17,378,38620,000167,000 1.0148Cape Verde485,355800025,000 5.2105Central African Rep.3,268,182150090000.3171Chad8,720,110100060,0000.7173Comoros666,04415008000 1.2132Congo3,672,44150036,000 1.0142Congo,Dem.Rep.58,731,65650050,0000.1167Cote d’Ivoire19,617,71440,000300,000 1.5163Djibouti779,68414009000 1.2150Egypt71,236,631450,0005,000,0007.0119Equatorial-Guinea1,102,74850050000.5121Eritrea4,189,934500050,000 1.2161Ethiopia72,238,01410,000113,0000.2170Gabon1,430,45315,00040,000 2.8123Gambia1,471,863400049,000 3.3155Ghana21,355,64930,000368,000 1.7138Guinea8,080,211800046,0000.6156Guinea-Bissau1,460,253150026,000 1.8172Kenya34,222,866200,0001,500,000 4.4154Lesotho2,453,810400043,000 1.8149Liberia3,108,31250010000.03N/ALibya6,135,57810,000205,000 3.358 Madagascar18,475,94030,00090,0000.5146Malawi11,359,66915,00046,1000.4165Mali10,751,13918,80050,0000.5174Mauritania2,897,787500014,0000.5152Mauritius1,280,57987,000180,00014.165Mayotte(FR)188,483–––N/AMorocco30,182,038100,0003,500,00011.6124 Mozambique19,881,39230,000138,0000.7168Namibia2,038,79130,00075,000 3.7125Niger12,226,270500024,0000.2177Nigeria159,404,137200,0001,769,700 1.1158Reunion(FR)791,167130,000200,00025.3N/ARwanda8,807,212500038,0000.4159Saint Helena(UK)4893–100020.4N/ASao Tome&Principe170,319650020,00011.7126Senegal10,842,62240,000482,000 4.4157Seychelles84,189600020,00023.851Sierra Leone5,093,570500020,0000.4176Somalia12,206,14220089,0000.7N/ASouth Africa48,861,8052,400,0003,600,0007.4120Sudan35,847,40730,0001,140,000 3.2141Swaziland1,147,74110,00036,000 3.1147Tanzania37,979,417115,000333,0000.9164Togo5,399,239100,000221,000 4.1143Tunisia10,228,604100,000835,0008.289Uganda27,771,99740,000200,0000.7144Western Sahara442,291–––N/A(continued on next page)C.Fuchs,E.Horak/Telematics and Informatics25(2008)99–116103internet usage rate of 15.7%(Reunion 25.3%,Saint Helena 20.4%,Seychelles 23.8%).Only six of 57African countries have an access rate higher than 10%(Mauritius,Morocco,Reunion,Saint Helena,Sao Tome and Principe,Seychelles).Twenty of the 57countries have an access rate that is lower than one percent:Burkina Faso,Burundi,Central African Republic,Chad,Congo Democratic Republic,Equatorial-Guinea,Ethiopia,Guinea,Liberia,Madagascar,Malawi,Mali,Mauritania,Mozambique,Niger,Rwanda,Sierra Leone,Soma-lia,Tanzania,Uganda.This shows that the digital divide is a very pressing problem for Africa;most African countries are excluded from the information society.If the information society shall really be a global village (Marshall McLuhan),a digital agora,or virtual community (Howard Rheingold),Internet access and usage for developing countries would have to be assured because communities and democracy are inclusive and participatory rather than exclusive and segmented.Cyberspace in its current form as a socio-technical system that only gains meaning through human activities and communication (Fuchs,2005b )is a segmented space that reflects the inequalities of society.Concerning Africa one hence can also speak of a digital apartheid that has real-world causes such as the unequal global distribution of resources.Digital apartheid means that certain groups and regions of the world are systematically excluded from cyberspace and the benefits that it can create.Empirically,digital apartheid can be verified by taking a look at the UN Human Development Report 2005.Sixteen of the 20African countries with Internet access of less than 1%are considered by the UN as ranging among the least developed countries in the world measured by the Human Development Index (these are those countries ranked 146–177).The HDI is based on measurements of life expectancy,education,and income.The only two exceptions are Equatorial-Guinea and Uganda that are considered by the UN as med-ium-developing countries,but have a low Internet access rate.For Liberia and Somalia,which are also two extremely poor countries,no HDI data is available (Table 5).Table 4(continued )Africa Internet usage statisticsPopulation(2006Est.)Internet users –December 2000Internet users,latest data %Population (penetration)UN HDI rank (UNHDR,2005)Zambia 11,249,78920,000231,000 2.1166Zimbabwe 12,247,58950,000820,000 6.7145Total Africa 915,210,9284,514,40023,649,000 2.6Source .Internet World Statistics:/stats1.htm .Table 5Human development index of those African countries with Internet access below 1%Burkina FasoHDI rank 175BurundiHDI rank 169Central African RepublicHDI rank 171ChadHDI rank 173Congo Democratic RepublicHDI rank 167(Equatorial-Guinea)(HDI rank 121)EthiopiaHDI rank 170GuineaHDI rank 156LiberiaNo data available MadagascarHDI rank 146MalawiHDI rank 165MaliHDI rank 174MauritaniaHDI rank 152MozambiqueHDI rank 168NigerHDI rank 177RwandaHDI rank 159Sierra LeoneHDI rank 176SomaliaNo data available TanzaniaHDI rank 164(Uganda)(HDI rank 144)104C.Fuchs,E.Horak /Telematics and Informatics 25(2008)99–116C.Fuchs,E.Horak/Telematics and Informatics25(2008)99–116105For example,the data for Niger seem to indicate that high poverty and low human development corre-spond with low Internet access.Niger is the country with the third lowest Internet access rate in Africa(only Liberia(0.03%)and Congo Democratic Republic(0.1%)have a lower rate;Ethiopia has an equal rate of 0.2%),and it is ranked the lowest developing country in the world in the Human Development Report (2005,p.222).61.4%of the population in Niger live on less than1$per day which is considered as the measure of absolute income poverty by the UN,85.3%live on less than2$per day(UNHDR,2005,p.229).The statistical data show that almost all African countries with very low Internet access are among the least developed countries in the world in terms of health,education,and income.This indicates that there seems to be a connection between global social gaps and the global digital divide.The UN in this context argues that ‘‘the network society is creating parallel communications systems:one for those with income,education and literally connections,giving plentiful information at low cost and high speed;the other for those without con-nections,blocked by high barriers of time,cost and uncertainty and dependent upon outdated information’’(UNHDR,1999,p.63).Correlating the data on Internet access and HDI for51African countries(as presented in Table4)results in a correlation coefficient ofÀ0.733,which means a very high correlation.This shows that higher rates of lit-eracy,health,and income of a developing country have positive effects on Internet penetration.The digital divide concerns not only material access,but also skills and usage patterns.Material access is a necessary,but not sufficient pre-condition for skills access and usage access.As most African countries lack and are deprived of basic economic,social,educational,and technological resources that result in a lack of material Internet access,one can assume that this also results in a lack of digital skills and meaningful Inter-net usage.For benchmarking eEurope2005the European Union used information society indicators,some of which also focus on skills and usage.For example,one indicator measures the percentage of individuals using the Internet for specific purposes(broken down by purposes:sending/receiving emails,finding informa-tion about goods and services,reading/downloading online newspapers,playing/downloading games and music,Internet banking)in the previous three months;other ones focus on the percentage of individuals hav-ing used the Internet in relation to training and educational purposes or the percentage of population(aged 16and over)using Internet to seek health information whether for themselves or others(cf.Fuchs,2006a). Unfortunately such statistics are hardly available on the global level,global studies such as the Global Infor-mation Technology Report(Dutta et al.,2006)and the World Telecommunication/ICT Development Report (ITU,2006)focus mainly on material access and infrastructure.For measuring digital literacy,i.e.,the capac-ity to use ICT hardware and software in meaningful ways,the United Nations use the UNDP education index which is a composite of the adult literacy rate and the combined primary,secondary and tertiary gross enrolment ratio with two third weight given to adult literacy and one third to the gross enrolment ratio(Uni-ted Nations,2005).The same indicator for measuring digital literacy is used in a study on‘‘Measuring Info-states for Development’’by the ITU(Sciadas,2005)and in the ITU’s Digital Access Index(ITU,2006).No data relating directly to digital literacy is collected.Concerning global information society indicators there is not yet a unified standard and corresponding data available in a database.A‘‘Partnership on Measuring ICT for Development’’has been formed by the ITU,the OECD,the UNCTAD,the UNESCO Institute for Sta-tistics,the UN Regional Commissions(UNECLAC,UNESCWA,UNESCAP,UNECA),the UN ICT Task Force,and the World Bank.Its aims include to achieve a common set of42core ICT indicators and to develop a global database on ICT indicators.In2005a core set of ICT indicators was established and adopted at the WSIS Thematic Meeting on Measuring the Information Society(Partnership on Measuring ICT for Development,2005).Concerning usage access the indicator on‘‘HH10Internet activities undertaken by individuals in the last12months’’is of particular importance(Partnership on Measuring ICT for Development,2005,p.4).But there are not yet global statistics available for this indicator.The UNESCO has proposed33indicators for measuring ICT in education(UNESCO,2003),but data based on these indi-cators is not collected.Digital capacities are enabled by digital education,digital experience,and the provi-sion of online applications and services.If the technological foundations for digital practices are missing for most people as in Africa,one can expect that there is also a global divide concerning usage access and skills access.Jan van Dijk based on the class concept of the Marxist Erik Olin Wright who defines a social class in broad terms in the dimensions of ownership of the means of production,control of organization,and ownership of106 C.Fuchs,E.Horak/Telematics and Informatics25(2008)99–116skills and qualifications,argues that there is a tripartite class structure of the network society(Van Dijk,2006, pp.174–177,185–186):1.The Information Elite consists of people with high levels of education and income,the best jobs and societalpositions,and a nearly100%access to ICTs.2.The Participating Majority which contains a large part of the middle class and the working class who dohave access to computers and the Internet,but also possess fewer digital skills than the elite,information and strategic skills in particular,and use fewer and less diverse ICT applications.3.The Disconnected and Excluded who are largely excluded from participation in severalfields of society andhave no access to computers and the Internet.This class modelfirst of all describes the social structure of contemporary Western societies,but it also has relevance on the global level for the relationship of developing and developed countries.Interpreting Van Dijk’s class structure of the network society and connecting it to the statistical data just mentioned,we can argue that the gap between the information elite,the participating majority,and the disconnected and excluded in developing countries is larger than in developed countries.Applying the class model to the global level means that on the global level most African countries and people living in Africa are part of the class of the disconnected and excluded.Van Dijk argues that the Matthew effect(the effect that strong and powerful actors tend to become more powerful and important which results in an increase of inequality)plays an impor-tant role in the class-divided network society(Van Dijk,2006,pp.183–186):In a network society that is char-acterized by structural inequality there is a tendency of centralization of information,knowledge,and power, the already powerful gain more and more(material and immaterial)resources,hence based on a divided social structure usage gaps would be likely to grow.‘‘Progressively,more and more people will even be completely excluded from particularfields of society.The result will befirst-,second-,and third-class citizens,consumers, workers,students,and community members’’(Van Dijk,2006,p.184).Van Dijk says that structural inequality means that the disconnected class has less chances on the labour market,less educational opportunities,and less chances of participation in politics and society.The network society is a global society in terms of the extension of communication and markets,but it is also as important scientists in the area of information society research as Van Dijk and Castells have shown a society charac-terized by polarization and structural inequality.For Africa this means that in the current form of the global network society the continent has much less possibilities for participating in economy,polity,culture,and technology;i.e.,economic wealth,global political decision making,worldviews and lifestyles that shape glob-alization,and technological standards and applications are controlled by Western countries.Globalization is an uneven process that is dominated by a hegemonic triad made up of the United States,Europe,and Japan (Fuchs,2003a).Michael Hardt and Antonio Negri argue in this context that a new global system that they term Empire emerges that is‘‘composed of a series of national and supranational organisms united under a single logic of rule’’(Hardt and Negri,2000,p.xii).A few Western economic and political actors define this global single logic of rule that aims at the restructuration of capitalism and domination(Fuchs,2003a,2006b). This logic is the fundamental force causing the divide between developed and developing countries,it has resulted in the global digital divide and other effects.For improving the situation of Africa an alternative net-work society that is based on alternative principles of production,distribution,and regulation is needed.In global network capitalism the accumulation of economic,political,and cultural capital(in the sense of Bourdieu)is shaped by knowledge and computer-based information and communication technologies.This has resulted inflexible,networked,and transnational regimes of accumulation that allow the increase of profit and the minimization of the turnover time of capital.The class of the Disconnected and Excluded identified by Van Dijk is poor in and deprived of economic,political,and cultural capital and lacks benefits from as well as material access and usage capacities to the technological capital that shapes accumulation processes in global network capitalism(Fuchs,2006b).Most Africans are part of this new class.In the book‘‘Knowledge rmation Technology for Sustainable Development’’edited by Robin Mansell and Uta Wehn there is a chapter on‘‘The Potential Uses of ICTs for Sustainable Develop-ment’’that wants to focus on ICT applications that could assist developing countries to reap the‘‘social and economic benefits associated with extremely rapid innovation in advanced ICT-based goods and services’’。
外研版英语高一上学期期中试卷及答案指导(2024-2025学年)
2024-2025学年外研版英语高一上学期期中自测试卷及答案指导一、听力第一节(本大题有5小题,每小题1.5分,共7.5分)1、W: Excuse me, can you tell me how to get to the nearest bank from here?M: Sure, you can take Bus No. 2 and get off at the next stop. Then, walk straight for about 200 meters. The bank will be on your right.Q: Where does the conversation take place?A) At a bus stop.B) In a bank.C) On a bus.D) At a restaurant.Answer: A) At a bus stop.Explanation: The conversation is about directions to a bank, which indicates that they are at a bus stop.2、M: Hi, Lisa, how was your vacation in Greece last month?W: It was amazing! The food was delicious, and the ancient ruins were fascinating. I especially loved the local music and dance performances.Q: What did Lisa enjoy most about her vacation?A) The food.B) The ancient ruins.C) The local music and dance.D) The beautiful beaches.Answer: C) The local music and dance.Explanation: In the conversation, Lisa specifically mentions that she loved the local music and dance performances, indicating that this was her favorite part of the vacation.3、What does the man say about his favorite sport?A)He likes playing it very much.B)It’s a team sport.C)He thinks it’s not too physically demanding.D)He prefers watching it to playing it.Answer: C) He thinks it’s not too physically demanding.Explanation: The man mentions that his favorite sport is something that doesn’t require too much physical effort, which indicates that he believes it’s not too physically demanding.4、Why does the woman decide to go to the art gallery?A)She wants to see the new exhibit.B)She has to drop off her friend there.C)She needs to pick up some art supplies.D)She’s visiting the city for the first time.Answer: A) She wants to see the new exhibit.Explanation: The woman explicitly states that she wants to see the new exhibit at the art gallery, making this the correct answer.5、You will hear a conversation between two students, Jack and Lisa, discussing their plans for the weekend. Listen carefully and choose the best answer to the following question.Question: How many days will Jack spend on his school project this weekend?A. 1 dayB. 2 daysC. 3 daysD. 4 daysAnswer: B. 2 daysExplanation: In the conversation, Lisa asks Jack how long he plans to work on the project. Jack responds, “I think I’ll need about two days to finish it up.” This indicates that he will spend two days on the project.二、听力第二节(本大题有15小题,每小题1.5分,共22.5分)1、Question One:What is the relationship between the two speakers?A) Teacher and studentB) Doctor and patientC) Boss and employeeD) Shop assistant and customerRecording Transcript:M: Good morning, Ms. Green. I’ve brought the reports you asked for.W: Thank you, John. Could you also check on the status of the Johnson account?Answer: C) Boss and employeeExplanation: The conversation indicates that John is bringing reports to Ms. Green and she is asking him to do more work, suggesting asuperior-subordinate relationship.2、Question Two:Where does this conversation most likely take place?A) In a restaurantB) At a bus stopC) In a libraryD) At a travel agencyRecording Transcript:W: Excuse me, I need to return these books before the weekend. Can you tell me where the returns desk is?M: Of course, it’s just down the hall to your left.Answer: C) In a libraryExplanation: The woman is returning books and asking about the returns desk, which strongly suggests that the conversation is taking place in a library.3.You hear a conversation between two students discussing their weekend plans.A. What are they planning to do this weekend?B. What is the weather forecast for the weekend?C. Who is going to join them for the trip?D. What are their favorite activities?Answer: AExplanation: The question asks about their plans for the weekend, and the conversation indicates that they are discussing what activities they will do.4.You listen to a short speech given by a teacher at a school event.A. What is the teacher mainly discussing?B. Who is the guest speaker at the event?C. When is the next school event scheduled?D. Why is the school proud of its students?Answer: AExplanation: The question asks for the main topic of the teacher’s speech, and the speech would typically cover the event or subject being discussed, not specific details about the guest speaker, the date of the next event, or the reason for school pride.5.W: Hey, John, have you been to the new shopping center downtown yet? M: Yeah, I went there last weekend. It’s amazing! There are so many stores, including a big bookstore and a coffee shop.Q: What did John do last weekend?A: He went to the new shopping center downtown.B: He visited a big bookstore.C: He had a coffee with his friends.D: He stayed at home.Answer: AExplanation: The question asks what John did last weekend. In the dialogue, John mentions, “I went there last weekend,” referring to the n ew shopping center downtown. Therefore, the correct answer is option A.6.W: Do you think you’ll have time to go to the museum with me this weekend? M: I’m not sure. I have a couple of projects due next week, so I might be quite busy. Maybe next weekend?Q: What does the man imply about his plans for this weekend?A: He doesn’t want to go to the museum.B: He will definitely go to the museum with the woman.C: He doesn’t have time to go this weekend but will have time next weekend. D: He doesn’t want to go to the museum next weekend either.Answer: CExplanation: The question asks what the man implies about his plans for this weekend. In the dialogue, the man says, “I’m not sure. I have a couple of projects due next week, so I might be quite busy. Maybe next weekend?” This indicates that he doesn’t have time to go to the museum this weekend due to his busy schedule. However, he suggests going next weekend, implying that he will have time then. Therefore, the correct answer is option C.7.Question: What is the speaker’s main concern about the school’s new policy?A)The policy will increase the students’ workload.B)The policy will reduce the quality of education.C)The policy will affect the students’ mental health.D)The policy will disrupt the school’s daily routine.Answer: C) The policy will affect the students’ mental health.Explanation: In the conversation, the speaker mentions that the new policy will lead to increased pressure on students, which could have a negative impact on their mental health. The other options are not mentioned as the main concern.8.Question: Why does the teacher recommend the student to join the school debate team?A)The student has a good command of English.B)The student is a top performer in their class.C)The student has shown interest in public speaking.D)The student needs to improve their communication skills.Answer: C) The student has shown interest in public speaking.Explanation: The teacher mentions that the student has expressed interest in public speaking, and that the debate team would be a great platform for them to develop their skills. The other options are not mentioned as reasons for the recommendation.9.W: Have you decided what to do for your summer vacation, Tom?M: Well, I’m thinking of going to Greece, but my parents suggested I try a volunteer program in a rural area of China.Q: What does Tom’s parents suggest he do?A: [B] Go to Greece.B: [C] Travel to a rural area in China.C: [D] Stay at home.Answer: [C]Explanation: The conversation implies that Tom’s parents are suggesting he consider doing a volunteer program in a rural area in China, which is why option[C] is the correct answer.10.W: I heard you’re planning to study abro ad next year. Which country do you prefer, the US or the UK?M: I’ve been thinking about both, but the UK’s education system is more rigorous, and it’s where I’d like to go.Q: What is the man’s preference for studying abroad?A: [A] The US.B: [B] The UK.C: [C] Both the US and the UK.D: [D] He is not sure.Answer: [B]Explanation: The man explicitly states that he would like to go to the UK due to its rigorous education system, making option [B] the correct answer.11、Questions 11 to 13 are based on the passage you have just heard.11、What is the main topic of the passage?A) The importance of recycling.B) The effects of pollution on marine life.C) Ways to reduce water consumption at home.D) Techniques for conserving energy in industry.Answer: B. The passage discusses the impact of pollution on sea creatures, highlighting how plastic waste affects their habitats and food chains.Explanation: The speaker spends most of the time discussing examples of how pollution harms marine animals and ecosystems, making it clear that this is the central theme.12、According to the passage, what is one way that plastic waste affects marine animals?A) It provides new habitats for small fish.B) It increases the oxygen levels in the water.C) It entangles animals and can be ingested.D) It promotes faster growth in coral reefs.Answer: C. The passage mentions that plastic debris can trap marine life and when ingested, it can cause serious health issues or death.Explanation: During the discussion, there’s a detailed explanation about how plastic items in the ocean pose a threat to marine species by both physically trapping them and being mistakenly consumed as food.13.W: Have you finished your homework yet, Tom?M: Not yet. I’m still working on the math problems. They’re really tough.Q: What subject is Tom finding difficult?A: Math解析:对话中,Tom提到他还在做数学题,并表示它们很难,因此答案是数学。
关于数字鸿沟的英语作文
关于数字鸿沟的英语作文The Digital Divide.In today's increasingly digital world, the issue of the digital divide has become a pressing concern. The digital divide refers to the gap between those who have access to and knowledge of technology, particularly the internet, and those who do not. This divide can exist between different countries, regions within a country, or even within a single community. It is a complex issue with far-reaching implications for education, employment, and social inclusion.English Answer:The digital divide is a significant problem thataffects people all over the world. In developed countries, access to technology and the internet is often taken for granted. People can easily access information, communicate with others, and engage in online activities. However, indeveloping countries or marginalized communities, the situation is very different. Many people do not have access to computers or the internet due to various reasons, suchas lack of infrastructure, high costs, or limited knowledge and skills. This lack of access puts them at a disadvantage, as they are unable to fully participate in the digital age.中文回答:数字鸿沟是一个全球性的问题,影响着世界各地的人们。
高中英语必修二课文翻译
高中英语必修二课文翻译从问题重重到迎刃而解Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge.社会进步需要经济发展。
新旧更替的时代已经带来,在走向未来的过程中,我们不可能将过去的一切都保存下来。
在发展与文化遗址保护之间寻找恰当的平衡点,并加以保持,这可能是一项巨大的挑战。
Big challenges, however, can sometimes lead to great solutions. In the 1950s, the Egyptian government wanted to build a new dam across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area. But the proposal led to protests. Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s cultural heritage. After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United Nations for help in 1959.然而,巨大的挑战有时会带来伟大的解决方案。
消除数字鸿沟英文短语-概述说明以及解释
消除数字鸿沟英文短语1.Bridge the digital divide2.Empower underprivileged communities with digital literacy3.Provide equal access to technology and information4.Close the gap in digital skills5.Create opportunities for all to thrive in the digital age6.Give everyone a chance to succeed in a digital world7.Promote inclusivity through digital education8.Break down barriers to digital participation9.Ensure no one is left behind in the digital revolution10.Enable connectivity for all11.Empower individuals with digital tools and resources12.Foster a level playing field in the digital realm13.Encourage digital literacy among all demographics14.Support the advancement of digital inclusion initiatives15.Empower marginalized groups with digital skills16.Provide access to technology for all17.Promote digital equity for a brighter future18.Empower individuals to thrive in the digital world19.Eliminate barriers to digital access20.Ensure everyone has the opportunity to benefit from technology21.Connecting people through technology to bridge the digital divide22.Unlocking opportunities for all by closing the digital gap23.Empowering individuals with equal access to digital resources24.Building a more inclusive society through digital equality25.Ensuring no one is left behind in the digital age26.Creating a level playing field in the digital world27.Breaking down barriers to digital literacy for all28.Empowering communities with digital skills and knowledge29.Closing the digital divide one person at a time30.Bridging the gap between those with access and those without31.Promoting digital inclusion for a more connected society32.Opening doors to digital opportunities for everyone33.Ensuring everyone has the tools they need to thrive in a digital world34.Empowering individuals to reach their full potential through technology35.Building a future where equal access to technology is a reality36.Helping individuals overcome barriers to digital literacy37.Providing resources and support to close the digital gap38.Breaking down digital divides for a more equitable society39.Empowering underserved communities with digital access40.Promoting digital equity for all through education and support41.Empowering the next generation through digital literacy42.Creating equal opportunities for all with access to technology43.Building a bridge to close the digital divide44.Utilizing technology to break down barriers45.Transforming communities through digital inclusion46.Empowering individuals with digital skills47.Bridging the gap through technology education48.Empowering individuals through technology access49.Digital inclusion for a more connected society50.Unlocking opportunities with digital literacy51.Building a digitally inclusive world for all52.Technology as a tool for social change53.Breaking down boundaries with digital empowerment54.Creating a level playing field with technology55.Empowering individuals to thrive in the digital age56.Equipping individuals with the tools for success in a digitalworld57.Digital access for all individuals58.Closing the digital gap for a brighter future59.Transforming lives through digital education60.Bridging the divide through technology access61.Equipping individuals with digital literacy is crucial in bridging the digital divide.62.Providing equal access to technology for all is essential in closing the digital gap.63.Digital skills training programs are effective in narrowing the digital divide.64.Ensuring internet connectivity for underserved communities is a key step in eliminating the digital gap.65.Promoting digital inclusion initiatives can help reduce the disparities in access to technology.66.Collaborating with community organizations can facilitate efforts to eliminate the digital divide.67.Investing in infrastructure development is necessary to address the digital gap.68.Encouraging diversity in the tech industry can contribute to reducing the digital divide.69.Creating opportunities for underrepresented groups intechnology can help bridge the digital gap.70.Supporting innovation and entrepreneurship in underserved communities is a strategy to close the digital divide.71.Empowering individuals with digital skills can help them thrive in the digital age.72.Increasing access to affordable internet services is crucial in narrowing the digital gap.73.Promoting digital literacy education in schools is essential for bridging the digital divide.74.Fostering partnerships between government, industry, and community organizations is key in addressing the digital gap.75.Advocating for policies that promote digital inclusion is important in reducing the digital disparities.76.Providing mentorship and support to individuals from underrepresented communities in technology is a way to bridge the digital gap.77.Raising awareness about the importance of digital literacy is crucial in eliminating the digital divide.78.Encouraging lifelong learning and upskilling in digital technologies is essential for closing the digital gap.79.Investing in research and data collection on digital disparities can inform effective strategies to address the digitalgap.80.Continuing to advocate for digital equality and access for all is necessary in the journey to eliminate the digital divide.81.Bridging the digital divide is crucial for achieving equality in education and opportunities.82.Access to technology is a fundamental right that should be available to every individual.83.Closing the digital gap can lead to increased economic growth and innovation.84.Empowering individuals with digital skills can open up new opportunities for success.85.Online education and training programs are essential in narrowing the digital divide.86.Providing affordable internet access is key to reducing the digital gap.87.Digital literacy is vital in today's digital age, and everyone should have access to it.88.Economic development and technology access go hand in hand in bridging the digital divide.89.Reducing the digital divide can lead to better healthcare outcomes and accessibility.ernment policies and initiatives are necessary to addressthe digital gap effectively.91.Collaboration between governments, businesses, and NGOs is crucial in bridging the digital divide.92.Investing in digital infrastructure is essential for reducing the digital divide.93.Ensuring equal access to digital resources can empower disadvantaged communities.94.Digital inclusion is key to ensuring everyone has the same opportunities for success.95.Innovative solutions like mobile technology can help bridge the digital gap in remote areas.96.Promoting digital literacy among marginalized groups is essential for narrowing the digital divide.97.Empowering women and girls with digital skills can help close the gender digital gap.98.Raising awareness about the importance of digital access is critical in closing the digital divide.99.Ensuring privacy and security in the digital world is essential for fostering trust and inclusivity.100.Together, we can work towards a future where everyone has equal opportunities in the digital world.101.Empower individuals with digital literacy skills to bridge thedigital divide.102.Connect communities through digital education and access to technology.103.Provide equal opportunities for all by closing the digital gap.104.Bridge the digital divide by providing affordable internet access for all.105.Create a more inclusive society by narrowing the digital gap.106.Ensure everyone has access to digital resources to eliminate the digital divide.107.Empower individuals with the knowledge and skills needed to thrive in the digital age.108.Break down barriers to digital inclusion and make technology accessible to all.109.Ensure no one is left behind in the digital revolution by closing the digital gap.110.Promote digital equity by providing equal access to technology and resources for all.111.Create a level playing field by eliminating barriers to digital inclusion.112.Empower marginalized communities with the tools andresources needed to succeed in the digital world.113.Address the systemic issues that contribute to the digital divide and work towards equitable solutions.114.Foster collaboration between government, private sector, and non-profit organizations to bridge the digital gap.115.Promote digital literacy as a fundamental skill for success in the 21st century.116.Empower individuals to use technology as a tool for social and economic advancement.117.Invest in digital infrastructure to ensure universal access to technology and online resources.118.Support initiatives that aim to close the digital divide and promote digital inclusion.119.Advocate for policies that promote digital equity and eliminate barriers to access.120.Celebrate diversity and promote inclusion in the digital space to bridge the gap.121.Embrace diversity and inclusion to bridge the digital divide.122.Empower individuals with digital literacy skills to narrow the gap.123.Equip communities with the resources they need to overcome the digital divide.124.Foster collaboration between stakeholders to address the issue of digital inequality.125.Create opportunities for marginalized populations to access technology and close the gap.126.Invest in infrastructure and connectivity to ensure equal access for all.127.Advocate for policies that promote digital inclusion and bridge the gap.128.Utilize technology as a tool for social change and equality.cate the public on the importance of closing the digital divide.130.Encourage innovation and creativity in developing solutions to address digital inequality.131.Support initiatives that aim to provide equitable access to technology for all.132.Collaborate with local communities to identify and address barriers to digital inclusion.133.Partner with schools and educational institutions to improve digital literacy among students.134.Promote equal access to information and resources for all members of society.135.Work towards a future where everyone has the opportunityto thrive in the digital age.136.Enable individuals to participate in the digital economy regardless of their background or circumstances.137.Break down barriers to technology adoption and usage to create a more inclusive society.138.Inspire others to take action in closing the digital divide and promoting digital equity.139.Celebrate the progress made in narrowing the digital gap while acknowledging the work still to be done.140.Unite efforts across industries and sectors to create a more connected and inclusive world.。
_知识沟假设_在我国城乡癌症传播中的实证研究_卢路
“知识沟假设”在我国城乡癌症传播中的实证研究卢路(香港中文大学新闻与信息传播学院)【摘要】本文通过调查问卷与深度访谈相结合的方式,综合运用定性与定量的实证研究方法,探讨了影响癌症预防相关健康知识掌握程度社会层面与个体层面的相关因素,验证了“知识沟假设”在我国城乡癌症传播中的实际存在。
就社会层面而言,各群体由于受教育水平不同,经济地位不同,居住地社会经济文化环境的不同等等因素导致对癌症预防相关健康知识掌握程度之间差异。
就个体层面而言,对癌症的认知和态度直接决定了其获取癌症预防相关知识的动机。
个体的从医亲友以及患癌亲友作为人际传播的重要渠道。
城乡之间知识沟差异是以上各种相关因素综合作用的结果。
要缩小城乡之间癌症预防知识的知识沟差异,一方面应该通过提高大众媒介的普及程度,提高媒介的公信力入手。
另一方面在传播策略上应该防止“恐惧诉求”的应用,建立大众传播、组织传播以及人际传播的多种传播渠道提升传播效果。
【关键词】健康传播知识沟癌症预防【Abstract】Cancer communication is the study and application of the use of strategically designed messages delivered though selected media,to convey relevant health information to targetd audiences to promote cancer prevention and control,encourage cancer screening and early detection activities,reduce cancer morbidity and mortality and enhance the quality of life.The “knowledge gap hypothesis”as one of the classic theories in western communication study,pointed out that segments of the population with higher socioeconomic status tend to acquire information at a faster rate than the lower status segments so that the gap in knowledge between these segments tends to increase rather than decrease,however,further study analyzing the research levels of this hypothesis indicates pros and cons of the macro social structural level and micro individual level.This study tries to seek cross level research by doing empirical surveys in both qualitative and quantitative methods,and finger out the correlations between a certain factor and one’s knowledge of cancer provention:Macro social structural level:this article showed that ones educational level or socioeconomic status made a difference in knowledge of cancer provention,but the gender,and age factor does not effect.Micro individual level:the result shows that those who have fear of cancer in medium level know more about cancer than those of great fear or non-fear group.and the interpersonal relations with doctors have effect on cancer provention knowledge. However,the interpersonal relations with cancer patients does not effect the ones cancer provention knowledge.partly because of most of people avoid disscusing cancer topics with cancer patients.The “digital divide” as a main reson of the gap of cancer provention knowledge in the urban and rural part of China, should be decresed in order to filling in the knowledge gaps. Beside,Mutiple communication strategy,besides mass media, as well as organizational and interpersonal communicaiton, shoulld be improved in order to bridge in the knowledge gap.This research also pointed out that ”fear apeal” should be limited in a certain level to gain a better effect.【Keywords】 cancer communication knowledge gap1.研究的目的与意义随着社会发展,人们对健康期望值日渐提高,危害人类健康的因素也日渐增多。
Unit3TheInternetReadingandThinking课件-高中英语人教版
Step III 迁移创新
Discuss the questions below in pairs.
• Do you think your life has been changed by the Internet? If so,
hoห้องสมุดไป่ตู้?
My life has certainly been changed by the Internet. It has made my school work and studying easier and has helped me stay in touch with old friends more easily and often.
Previous situation
Present situation
Jan Tchamani
developed a serious
Running an (3)__IT__c_l_u_b_ to offer help.
(1)_i_ll_n_e_s_s ;
Taking online classes to (4)_l_ea_r_n__m__o_re__a_b_o_ut
Read the text and list the ways in which the text says that the Internet has changed people’s lives. Then try to add more examples.
Examples from the text
Complete the passage about Wuzhen with the correct forms of the words in the box.
The Internet has even changed Wuzhen’s transport! For short _d_i_s_ta_n__ce_s_, both residents and tourists can use the public bike system. Bikes can be rented by using online apps—no need for paperwork or ___c_a_sh____ payment. In 2016, the parking system for Wuzhen’s WIC centre was _u_p_d__a_te_d__ to be fully Internet-based. Wuzhen’s entering the world of the Internet should _i_n_s_p_i_r_e__ other small towns around the world. No matter how small a town is, everyone should be able to join the global _n_e_t_w_o_r_k__ and __a_c_c_es_s___ the world of the Internet!
Digital Divide
Digital DivideIn the early 1960s, the concept of Internet was introduced into the world. According to essay, “Roads and Crossroads of Internet History” the author, “Gregory Gromov”, said that several decades later, the first two nodes were interconnected successfully between Leonard Kleinrock’s Network Measurement Center and NLS system at SRI International. So the Internet had been invented formally. In the 21st century, abundant people cannot live without the Internet. However, a lot of men are still “i lliterate of the Internet”。
In the other word, they don’t know how to use the Internet, and never have some people among alleged illiterates of the Internet ever touched computer. About this before mentioned phenomena, experts defined it as Digital Divide.Digital Divide is a sort of technological gap even abyss between two people or two group of people. In the other words, some people are able to use modern technology adeptly, but remaining part of people cannotdo that. Because technology has been spread on the planet, the Digital Divide happen in anywhere, especially in China. In this country, the Digital Divide always happens in rural area because people who are living in this area usually don’t have enough money to purchase a computer and to pay for the Internet services fee. According to the essay, “China: Improving Rural Access to Information and Communication Technologies”, the author said that there was about a quarter people who own public facilities among 3,000 people in province of Guizhou, China through analyzing their survey, and in China, there are numerous provinces the same as province of Guizhou is. All of them are facing the Digital Divide of rural area. Therefore, to solve Digital Divide, spreading the Internet via education, reducing price of the Internet and improving the quality of content to attract people using the Internet will be considered as methods.First of all, spreading the Internet in rural areas by teaching will be the most efficient and effective way to solve Digital Divide because afterbeing taught, people who don’t know how to use the Internet will be aware of how to use it immediately. For example, according to the TED talk, “Bridging the Digital Divide”, the lecturer, Aleph Molinari, said that they created a program, called RIA or Learning and Innovation Network, to teach people to use the computer and the Internet, and after one week, there would be at least 140,000 people who were going to be the user of the computer or the Internet. If people set up such a program as RIA in Chinese rural area, plenty of people are going to benefit from this program. For example, if a school that would teach people to use computer was built in rural area in province of Guizhou, villagers might be interested in that program and take part in it. Through learning in a school, those villagers or householders will know how to use computer and what they can benefit from computer. As a result, through learning in a school, those villager or householder will know how to use computer and what they can benefit from computer. However, there is also controversial statement about program. For example, if the people wanted to engage that program, the founder might chargelearners money. In other words, people probably need to pay tuition for learning the computer. And some people may not use the computer except at a school because they might not have money to purchase a computer for themselves, and they cannot practice the skill that they learned during the school at home. Consequently, they will forget the skill that they have learned. That means that the program, perhaps, cannot generate the real users of the computer in Chinese rural area.Moreover, if the government wants to bridge the Digital Divide, they will have to reduce the price of the Internet Services because if the price of the Internet Services is affordable for the people in rural area, they will consider to access to the Internet. For example, in early 2012, the Chinese government decided to reduce the Internet rate to be affordable for the people in rural area, such as 50 RMB《8.05 US dollars》per month for broadband of 4 Mbps. As a result, According to the repost, “Statistical Report on Internet Development in China”, the author showed the data about the increasing of users of the Internet in Chinese rural area. In the report, by the end of June2013, the number of the rural Internet users contributed to 27.9% of number of total Chinese Internet users, and comparing with the previous data, there were no less then 9.08 million people accessing to the Internet in past year. But there is also a problem when rate of the Internet is decreased. On the one hand, the Internet providers might lose a lot of money due to reduce the price, and because of this, the provider probably will not supply good service to their customers. On the other hand, as a result of rate reducing, more and more people in rural area can afford price of the Internet Services, so all of these people would buy a computer to access to the Internet. Finally, more electronic trash will be produced if the people in rural area cannot process this toxic trash appropriately, and it will pollute the environment in that village.In the end, making the Internet more useful by adding various content for different people is an effective way to solve the Digital Divide because sometimes, the reason why the people in rural area don’t use the Internet is that the Internet is uselessfor them. If people create some information for the people in rural area, a lot of them will access to the Internet because they can benefit from it. For example, according t o the essay, “Internet Changes Chinese Farmers’ Life”, the author pointed out that previously, there was a little information about agriculture, so nobody wanted to access to the Internet, but with the rapidly increasing number of pieces of agricultural information, a lot of people in rural area will find an opportunity online. In the other word, number of Internet users is growing, and all of them will benefit from the Internet. In an essay 《Internet Changes Chinese Farmers’ Life》, there was a farmer who found buyer by the Internet, and he made a lot of money. However, for the people in rural area, almost all of them don’t know how to get rid of deceivers. In China, some people know that the people in rural areas are always not educated, and they truth someone without wariness because they believe that they can make a lot of money through cooperating with people who will cheat them. Therefore, if the government cannot protect people’s profit, there will be nobody usingthe Internet to do business.All in all, in China, there is still very severe Digital Divide. Although more than five hundred million people in China are using the Internet, almost nine hundred million people in China are facing Digital Divide 《Internet Changes Chinese Farmers’ Life》. If the government can spread the Internet via education, reduce price of the Internet and improve the quality of content to attract people using the Internet, there will be more and more people wanting to use the Internet in the future, and the Digital Divide will be solved.。
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
The Center is supported by grants from the Alfred P. Sloan Foundation, industry sponsors, and University of California, Irvine (California Institute of Information Technology and Telecommunications, the Graduate School of Management, and the Vice Chancellor for Research).______________________________________________________________________________Personal Computing Industry CenterGraduate School of Management, University of California, IrvineAcross the Digital Divide: A Cross-Country Analysis of the Determinants of IT PenetrationNovember 2004SANJEEV DEWAN,DALE GANLEY, ANDKENNETH L. KRAEMERPersonal Computing Industry CenterGraduate School of Management, University of California, Irvine3200 Berkeley Place NorthIrvine, California 92697-4650949.824.6387 Tel.949.824.8091 Fax{sdewan, dganley, kkraemer}@Across the Digital Divide:A Cross-Country Analysis of the Determinants of IT Penetration1Sanjeev Dewan, Dale Ganley and Kenneth L. KraemerGraduate School of ManagementUniversity of California, IrvineIrvine, CA 92697November 22, 2004AbstractThis paper studies the country-level Digital Divide across successive generations of IT, providing detailed insights into the magnitude and changing nature of the Divide. We examine a panel of 40 countries from 1985-2001, based on data from three distinct generations of IT: mainframes, personal computers, and the Internet. Using two measures of IT penetration, we conduct an empirical investigation of socio-economic factors driving the Digital Divide. We find that IT penetration is positively associated with national income, for all three technology generations, and the association between penetration and income is stronger for countries with higher levels of IT penetration. We also examine other demographic and economic factors, going beyond income, and find significant differences in the nature of their effects across countries at different stages of IT adoption. Importantly, factors that previously may have been expanding the Divide with earlier technologies are narrowing the gap as the Internet becomes the defining technology of the Information age.1 We thank the participants of the MISRC/CRITO Symposium on the Digital Divide (27-28 August 2004,University of Minnesota) for useful comments and suggestions.1 IntroductionAs the Information Revolution has become a significant driver of the global economy, the Digital Divide – the gap in access to information technologies (IT) between developed and developing countries – is receiving increasing attention from researchers and policy makers. There is ample evidence that the Divide is quite substantial.For example, Clarke (2000) notes that, “although developing and transition economies accounted for 85 percent of the world’s population in 2000, they accounted for only 20 percent of Internet users and 10 percent of global spending on information technology.” Figure 1illustrates the dispersion in IT investment across countries, as related to per capita GDP. It is clear that there is a high correlation between national wealth and IT investment levels, and that there is a large gap between developed and developing countries (see also Dewan and Kraemer 2000). What is less clear is how this gap is changing over time and across generations of IT, and how the Digital Divide is affected by underlying socio-economic differences among countries. These are the key questions that motivate the present research.Research into understanding the nature of the Digital Divide is motivated by the premise that IT has the potential to help bridge the economic gap between developed and developing countries. For example, (International Telecommunications Union 1999) documents how the use of IT resources can allow businesses from developing nations to enter the mainstream of global markets, via their ability to better channel their goods directly to end customers. Clarke (2002) finds that firms in Eastern European transition economies that have Internet access are more likely to export than firms that do not. These examples highlight the potential power of the newer technologies to level the playing field for businesses and, in aggregation, allow developing countries to catch up to more advanced economies in global markets.There are various approaches to characterizing the Digital Divide, as we will review in the following section, bringing different perspectives to the issue. These range from the sociological, focusing primarily on individual use, to the economic, emphasizing firm factors, to the technical,concentrating on access to essential technologies. Each of these approaches has contributed to our understanding of the multi-faceted Digital Divide. Still, from the fragmented nature of the research, it is difficult to condense the results into a cohesive picture of the nature of the global Digital Divide. The challenge for researchers in general, and this research in particular, is to clarify what factors drive this gap in technology adoption across countries and over time.We start this analysis by quantifying the Digital Divide using simple measures that enable a comparison of the penetration levels of multiple technology generations. We then continue by examining what socio-economic factors explain the variation in penetration levels of IT amongst countries and across successive generations of IT. We study this issue using regression techniques that relate IT penetration levels to a set of explanatory variables that includes GDP per capita, density of telephone lines, telecommunication costs, and average education levels, among others. Finally, using quantile regressions, we examine how the impact of individual socio-economic factors varies with the level of IT penetration, thereby shedding light on which factors contribute more strongly to the Divide than others. The answers to these issues are interrelated and jointly serve to present a comprehensive and rich picture of the Digital Divide.There is some prior work that has examined the nature of the global Digital Divide (e.g., Hargittai 1999, Wong 2002, Corrocher and Ordanini 2002, Robison and Crenshaw 2001, Oxley and Yeung 2001, Dasgupta et al 2001, Kiiski and Pohjola 2001, Norris 2000, and Chinn and Fairlie 2004), as we review in the following section. In order to advance the collected knowledge in the research stream, we specifically align our work with previous efforts and focus on extending and expanding the results to make several important contributions. Whereas many studies are limited to one or two IT generations (most typically PCs or the Internet) over relatively short time periods, our analysis covers three IT generations (mainframes, PCs and the Internet) over the comparatively long period of 1985 to 2001. Further, we go beyond the results of previous studies to conduct a more comprehensive analysis of the relationship between IT penetration and its covariates using quantile regression techniques (see e.g., Koenker andHallock (2000)). This allows for a detailed examination of how the impact of the various socio-economic factors varies with the level of IT penetration, providing a more nuanced view of the forces shaping the Digital Divide.Briefly, our main findings are that, while the dispersion of IT penetration across countries is increasing in absolute terms, it is actually shrinking in percentage terms when the dispersion is normalized by global average penetration. That is, IT penetration levels are increasing in both rich and poor countries, but at a substantially higher rate in poor countries, so that the magnitude of the gap as a percentage of average penetration is shrinking.When examining the determinants of the Divide, there are several factors that affect the adoption of IT, the most significant being per capita GDP, technology costs, size of urban population, average education level, and the importance of the trade sector. Our quantile regression analysis finds that not only is the level of IT penetration increasing in GDP per capita, but the influence of this factor on penetration is stronger in countries with higher IT penetration.When considering mainframes and PCs, several other factors – telephone lines per capita, years of schooling, and trade in goods – have had a similar but stronger effect in developed countries than in developing countries. This “feedback effect” between some socio-economic factors and IT adoption has served to drive a wedge between developed and developing countries and appears to be a primary causal force underlying the Digital Divide to date. However, the mechanisms appear to be changing with the newest technologies. In particular, with respect to Internet users, telephone costs, years of schooling and trade in goods have a stronger impact in countries at lower penetration levels, even accounting for wealth differences. Thus, the feedback effect previously expanding the Divide may be undoing itself and narrowing the gap as the Internet becomes the defining technology of the Information age.The plan of the paper is as follows. The next section provides a survey of the relevant literature and a summary of the open issues that guide our inquiry. Section 3 provides an overview of our framework and data, and presents some summary statistics. Section 4describes the empirical results regarding the determinants of the Divide, while Section 5 closes with some discussion and concluding remarks.Survey2 LiteratureIn this section, we provide a brief survey of the literature most relevant to the aspects of the country-level Digital Divide examined in this paper. We start with a review of past work focusing on the measurement of the cross-country Divide,followed by research uncovering the important determinants of the Divide, as they relate to the key research questions being addressed in the paper. The research focusing on measuring the Digital Divide informs our choices of dependent variables, and the research on the determinants of the Divide guides us in our selection of independent variables. As illustrated in Figure 5, this results in a framework for our study that is strongly connected to previous work.2.1Measures of IT PenetrationThe largest portion of research that aims to measure the Digital Divide takes a technological perspective, which emphasizes access to fundamental information technologies most often telephone and internet access. A case in point is Wong (2002), which evaluates the Divide in Asian countries based on penetration levels of telephone main lines, PCs, and Internet use. Analyzing comparisons of the scale of IT adoption relative to national income, he finds that the Digital Divide in Asia is wide and has potential to become more severe. Kraemer and Dedrick (2002) compare over 40 Asian and non-Asian countries from 1995 to 2000 on similar but expanded measures, and also find a large and growing Divide within Asian countries. More significantly, they find a large and growing gap between the Asian and non-Asian countries. Fink and Kenny (2003) concur that when the Divide is measured in absolute terms, the evidence shows that it is growing. On the other hand, using alternative measures of the Divide in terms of growth relative to economic wealth or per capita income, they conclude that some developing countries might already be overtaking certain developed countries. Their findings highlight thefact that different measures of the Divide can result in very different inferences about the nature of the Divide.As an alternative, some researchers have quantified the Digital Divide as a multidimensional construct that combines multiple socio-economic factors into one. Arquette (2002) develops a comprehensive instrument with a sociological focus on the Digital Divide. After evaluating over 100 countries in a cross-section for 1999, he finds that the Digital Divide parallels the gap in economic and human development. Corrocher and Ordanini (2002) extend this concept even further by combining the measurements and the factors into one metric. They use principle components methods to combine factors influencing digitization into an index of digitization. In a preliminary examination of ten European countries in 2000 and 2001, they find that there is a large gap between the US and the European countries, but when the US is excluded, the dispersion diminishes. Also, the dispersion is also reduced going from 2000 to 2001.Turning from studies that aggregate data based on individual users to those that aggregate over firms, Atrostic et al (2000) advocate gathering metrics to measure the electronic economy that align with the traditional economic production function approach using inputs and outputs to e-Business activities. In a similar effort, IBM Corporation (2003) has developed e-readiness rankings to establish the extent to which country-level markets are conducive to Internet-based opportunities, based on some one hundred quantitative and qualitative criteria for sixty odd countries. They find that economic factors, government policies, and infrastructure advantages are the major contributing factors to a high e-readiness score, and have been particularly significant for countries that have moved up the rankings since the first analysis in 2000.In total, the research to date is preliminary and fragmented. While all the studies conclude that a Divide exists, the findings on its size and its evolution have been highly dependent on the chosen method to operationalize the Digital Divide and the data available in the study. Further work is necessary to generalize the evaluation of the Divide to the broadest set of data in terms of years and measures, and provide a robust platform for extending the analysis into futuretechnologies. In this paper we address these issues and make new contributions to the measurement of the Divide. First, we incorporate multiple technology generations into our study to get a sense for how the Divide is evolving from one generation to the next. Second, we use measures that are simple but can be easily used to examine the Divide using relative and absolute comparisons. Finally, we study the change in these metrics over a sixteen year period to be able to draw conclusions about the evolution of the Digital Divide over time and into the future.2.2 DeterminantsThis related stream of the literature focuses on empirically studying the determinants of IT penetration or diffusion. Several empirical methods have been used to analyze the relationship between an indicator of IT penetration and its various determinants, but the biggest differentiator of the research efforts has been the choice of dependent variable. As with the studies cited in the previous section, the variety of measures used for the underlying dependent and independent variables provides a piecemeal view of the topic, as we review briefly below.Many authors have focused on the spread of Internet use, often using the same dependent variable Internet hosts per 1000 inhabitants. Hargittai (1999) examines a dataset of OECD countries in 1998 and conclude that, while GDP is a large driver of Internet connectivity, telecommunications policy can also have a large effect that is correlated with the telephone density level. Similarly, Oxley and Yeung (2001) present a study of 30 countries in the same year and find that Internet host penetration was positively associated with physical communication infrastructure, rule of law and credit card use, and negatively correlated with telephone service costs Robison and Crenshaw (2001) examine the level of economic development, political openness/democracy, mass education, the presence of a sizeable tertiary/services sector as drivers of Internet diffusion. They do a cross-sectional analysis for 74 countries over 1995-1999, using the number of Internet hosts per ten thousand people as theirdependent variable. They find that Internet penetration is driven most significantly by development level, political freedom, and education. Beilock and Dimitrova (2003) examine the impact of GNP, including the log and exponential forms, the level of civil liberties, infrastructure and regional variables on internet use in a sample of 105 countries from a dataset published in 2000. They find that GNP is “by far” the most important determinant and that the relationship appears to be non-linear, and that increasing civil liberties have a positive and significant impact even in the presence of infrastructure advantages.Using a diffusion model, but with the same dependent variable as the above studies, Kiiski and Pohjola (2001) examine data from 60 countries over the years 1995-2000. They use a Gompertz model of technology diffusion, with explanatory variables income per capita, telephone access costs and the average years of schooling,while the dependent variable is five-year growth rate of Internet hosts. They find that GDP per capita and Internet access cost are important factors in OECD countries, but education is not. However, when developing countries are included in the sample, education becomes significant.Wallsten (2003) uses a 45 country data set from 2001 to conduct a cross sectional analysis of similar variables as mentioned in the previous studies on two dependent variables, the number of Internet users and the number of Internet hosts per capita. He focuses on variables of regulatory regime characteristics and price regulation, and finds that the more formal and controlled a country’s regulatory system, the fewer Internet users and hosts. Guillen and Suarez (2001) also study the number of Internet hosts and the number of Internet users per capita, using a matched set of independent variables in a cross section of 141 countries in 1998/1999. They include variables related to telecommunications policy and infrastructure, as well as two, predictable policymaking and a democracy index, that are indicative of an environment conducive to entrepreneurship. They find that policy variables have an impact when the entrepreneurship variables aren’t included, but lose their effect when they are. They concludeby asserting that public policy should look at general conditions supporting entrepreneurship and beyond just telecommunications policy.Dasgupta et al (2001) examine Internet use in a sample of 44 countries from 1990-1997, but use the measure of Internet hosts/telephone mainlines as the dependent variable. They conduct a log-log regression against measures of the baseline (1990) value of the ratio, the urban population, income per capita, and an index of competition policy and some regional dummies. They find that the ratio is significantly and positively related to policy and percentage urban population,and negatively related to the baseline value. Differing from other studies, income per capita was not found to be significant.Using a different and novel approach to the problem, Norris (2000) examines the dispersion of Internet use by grouping the information on Internet use in over 100 countries into a “New Media Index,” and comparing it with an “Old Media Index” representing the distribution of radio, TV sets and newspaper readership in each nation. She finds that the two are highly correlated, and concludes that the basic non-technology problems of access to earlier communications technologies, such as illiteracy and government policy controls, also apply with respect to Internet access.There are a few studies that examine more than one technology concurrently. Quibria et al (2003) examines a data set of more than 100 countries in 1999 that includes counts of PC and Internet use per capita. They find that GDP, education levels and infrastructure play critical roles in the levels of these and other information technologies. Chinn and Fairlie (2004) use the same two dependent variables with a panel of 161 countries over the 1999-2001 period. They find that GDP, telephone density and regulatory quality (as measured by an index assessing market-friendly policies) are important determinants of PC and Internet density.Another stream of research has used approaches akin to economic growth models to study the problem at hand. Pohjola (2003) examines a data set over the years 1993-2000 that includes measures of income per capita, the relative price of IT equipment, human capitalmeasures, the share of agriculture and openness to international trade. He finds that IT investment is tightly related to income measures and human capital, and inversely related to the importance of agriculture in the economy.Caselli and Coleman (2001) undertake an extensive longitudinal cross-country study of IT use, examining 89 countries from 1970-1990. They use a measure of computer imports/worker ratio as a proxy for the investment in IT, and regress a large set of explanatory variables on the measure in a cross-sectional regression. They find that openness to imports from OECD countries, the level of educational attainment, and the index of property rights are statistically significant. Using a flexible accelerator investment model, Shih et al (2003) study 39 countries from 1985-1999. They find that there is a positive correlation with the existing stock levels of IT capital, GDP, and education levels, and a negative correlation with interest rates. They also find significant interaction effects between GDP and factors such as openness to trade, size of the financial services and government sectors, the number of telephones per capita, and solidity of property rights. And they find that the factors influencingIT investment in developed countries are considerably different from those in developing countries.In summary, the prior work offers a few results that are fairly consistent:national income and infrastructure are important factors in IT penetration levels, and depending on the countries examined, education and policies are also important. Our own examination of the determinants of the Digital Divide is closest to the analysis of Chinn and Fairlie (2004) described above. While the Chinn and Fairlie (2004) study is restricted to data on PC’s and Internet over the 1999-2001 period, we consider three generations of IT (mainframes, PC’s and Internet), and track the evolution of the Divide, using suitable metrics, over the substantially longer period of 1985-2001. Further, we consider multiple measures of IT penetration, defined on the basis of both per capita and per income, whereas the earlier study just considers the former construct. Finally, we go beyond the panel regression analyses of Chinn and Fairlie (2004) to conduct quantile regressions, in order to gain a more complete understanding of the sometimes complexrelationship between IT penetration and its determinants. To our knowledge, this is the first use of quantile regression applied to the Digital Divide.Framework3 EmpiricalAfter reviewing the literature surveyed in Section 2, we can specify the variables in our framework,both dependent and independent, to build on previous efforts while expanding the analysis to incorporate new insights. We present our framework in Figure 3 and discuss it in detail in the following subsections.3.1 Dependent VariablesThe most common characterization of the global Digital Divide is in terms of the dispersion in IT penetration across countries, under the premise that if there were no Divide then there would be no differences in IT penetration across countries. We use per capita measures which is the most conventional approach for scaling IT penetration at the country level. Another way of characterizing relative IT penetration ( Fink and Kenny 2003) normalizes penetration levels by the overall output of the economy; i.e., GDP. We adopt this measure as well, in order to account for the tight association of digital access with income levels, and the collinearity of income with other interesting factors like education and telephone penetration. These two types of measures – IT penetration per capita and IT penetration per GDP – are simple and yet very insightful, especially in combination. We can use them to examine how the Divide is changing, by examining the trends in the mean and dispersion of IT penetration. First we look at the absolute penetration levels, as in previous studies, and then examine the trends in relative penetration levels, which presents a very different picture.The trends in the absolute levels of the mean and dispersion in IT penetration are shown in the bar graphs in Figure 2. This figure shows the average IT penetration per 1000 people (i.e., per Kcap) for every year in the data set, along with the average absolute deviation from theaverage, for the three IT generations under consideration.2 The charts clearly show that average IT penetration is steadily growing over time, for all three IT generations, but the average absolute dispersion is also growing commensurately. In 1985 there were 11mainframes per 1000 population, while the average deviation was 11 mainframes, and in 1991, there were 52 mainframes and the average deviation was 45 units. The numbers for the PC penetration levels grew from 42 PCs per Kcap, with an average absolute deviation of 37, to 263 PCs and a range of 204 in 2001. The number of Internet users have grown even moremarkedly. In 1995 there were 17 Internet users per 1000 population, with an average spread of 17 around the mean, and in 2001 it had quadrupled to 224 users and an average spread of 154 users.To examine relative growth and dispersion, the normalized deviations from the means 3 over time are superimposed as a line in each of the graphs in Figure 2. This enables us to evaluate the change in the Digital Divide as a proportion of global average IT penetration. The chartclearly shows the relative dispersion to be narrowing for all three technologies. Mainframes and PCs show a slow and steady decline since 1985. The relative dispersion for the Internetdropped sharply between 1995 and 1996 as the World Wide Web exploded in global markets,and remained lower than the average dispersion in earlier technologies. These metrics suggest that the global Digital Divide in IT access is actually narrowing over time, when penetration levels are measured in relative terms. IT penetration levels are growing in all countries, but the developing countries are increasing their access at a faster rate relative to the developedcountries,so that the dispersion among the countries, relative to average penetration levels, is 2 To be precise, if we denote by the penetration level of an IT generation in countryat time , then Figure 2 shows the average penetration levels, it x i t ¦ Ni it t x N x 1/1and the average absolute deviation¦ Ni t it t x x N d 1./1.3 The normalized deviation from the mean is computed as t t t x d D / .decreasing over time. The gradual reduction in the gap between countries is at times accelerated by the arrival of disruptive technologies, such as the PC or the World Wide Web, as is clear from the chart.3.2 Independent VariablesHaving established a base to evaluate the trends in the global Digital Divide, we turn to analyzing the factors that impact its development. We have selected the most likely candidates for inclusion in our model based on their importance in past results and data availability. We have divided the selected variables into three categories, depending on the nature of their influence on IT adoption. The first category,Economic, incorporates the income and cost factors that affect technology adoption decisions. The average per capita income is proxied by the variable, GDP per capita, as is common in country level studies of this nature. Consistent with the evidence suggesting the existence of a Digital Divide, we would expect a positive relationship between GDP per capita and all the measures of IT penetration (see e.g., Dewan and Kraemer 2000, Quibria et al 2003). The cost variables are proxies for the costs of acquiring and using technology, which in our case are represented by two specific variables: monthly telephone subscription cost and cost of local call, as in Chinn and Fairlie (2004), which we assert to be negatively associated with IT penetration.Our second category of variables is Demographic, which includes factors that affect thevalue of access to technology. Two variables are included in this category. The first is the size of the urban population, as represented by the proportion of the population residing in urban areas. While the inclusion of this variable is motivated by prior studies (e.g., Forman et al 2002, Chinn and Fairlie 2004), its effect on IT penetration is ambiguous. On the one hand, the larger the proportion of urban population, the higher the demand for information-intensive products and services (such as financial services), and therefore the stronger the derived demand for IT. On the other hand, there are arguments in the literature that the more urban the population, the less pressing the need for IT to compensate for distance-related communications (Forman et al。