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Censorship or self-discipline on the Internet? Strategies for limiting access to morally undesirable Internet resources

机译:互联网上的审查或自律?限制对道德上不受欢迎的互联网资源的访问的策略

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The purposes of the Internet are many; commercial, recreational, informational, educational, communicational, relational. The Internet is a paradoxical universe of structure and anarchy: producing some good and some bad, some beautiful, and some ghastly. There are many, educationally relevant Internet resources, "by the year 2000, anyone in western civilization will be able to get the answer to any question that has an answer" according to influential Byte columnist, Jerry Pournelle. In the 1997 Current Population Survey by the US Census Bureau computer use was surveyed. The study showed that three quarters of the children in the USA have access to computers at home or school - significantly more at school than at home. Children most frequently used home computers for educational purposes (93.3%) and games (83%). One fifth of the children who have home computers used them to access the Internet. For adults, 18 and over, 92 million people used the computer at home or work. More than half these adults accessed the Internet from home, with 80% of them using the web to access government, business, health or educational information. Significant increases on the order of 5-15% were recorded for every category of questioning over the 5 years span between surveys. In all, one of five Americans (ages 3 and higher) used the Internet in 1997. This presentation/essay concerns controlling a kid's access to "morally undesirable" information. But before we can get to that, it is important to consider the need for such control, hi the schools of our nation, our children are using the Internet to reach out of the walls and experience the universe. Free ranging access to the wonders of science and humanity can be had through simply searching the Internet using search programs. Any teacher or student deserves these resources and they deserve to follow the curiosities that are a contingent element of human intelligence. The question that arises involves the various interests of the purveyors of these archives. Some of these interests are illegal and even more are morally undesirable.
机译:互联网的目的很多;商业,娱乐,信息,教育,沟通,关系。互联网是一个矛盾的结构和无政府状态:产生一些好的和一些坏的,一些美丽,有些无忧无虑。有许多,教育相关的互联网资源,“到2000年,西方文明的任何人都能够得到任何问题的答案,这些问题是答案的任何问题”据有影响力的字节专栏作家,Jerry Pournelle。在1997年,美国人口普查局的当前人口调查被调查了。该研究表明,美国的三个季度在家里或学校的电脑可以访问 - 学校的计算机比在家里。儿童最常用的家用电脑用于教育目的(93.3%)和游戏(83%)。拥有家庭计算机的五分之一的孩子使用它们来访问互联网。对于成年人,18岁及以上,9200万人在家里或工作中使用电脑。超过一半的成年人从家里访问互联网,其中80%的人使用网络访问政府,业务,健康或教育信息。对于5年来在调查之间的5年跨度,每种类别都会记录5-15%的大幅增加。总而言之,1997年使用了五个美国人(3岁及更高年龄)的人。本演示/论文涉及控制孩子的访问“道德不受欢迎”信息。但在我们谈到的情况下,重要的是要考虑这种控制的需要,嗨我们国家的学校,我们的孩子正在使用互联网将墙壁接触并体验宇宙。通过使用搜索程序搜索互联网,可以免费使用对科学和人性的奇迹的访问权限。任何教师或学生都应该得到这些资源,他们应该遵循是人类智慧的宪法要素的好奇心。出现的问题涉及这些档案的供应商的各种利益。其中一些兴趣是非法的,甚至更多地是道德不受欢迎的。

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