social context computer issues

1. The Social ImplicationsThe Social Implications
of Computingof Computing
"The most profound technologies are"The most profound technologies are
those that disappear. They weavethose that disappear. They weave
themselves into the fabric of everyday lifethemselves into the fabric of everyday life
until they are indistinguishable from it.”until they are indistinguishable from it.”
-Mark Weiser, Xerox PARC-Mark Weiser, Xerox PARC

2. Computer Contributions toComputer Contributions to
SocietySociety
 E-mailE-mail
 Instant MessagingInstant Messaging
 The WebThe Web
 Cellular PhonesCellular Phones
 Video GamesVideo Games

3. Social Implications ofSocial Implications of
NetworkedNetworked
CommunicationsCommunications

4. Estimated Users on the 'Net asEstimated Users on the 'Net as
of March 1999of March 1999
 88.3 million in the US and Canada88.3 million in the US and Canada
 37.15 million in Europe37.15 million in Europe
 26.97 million in Asia26.97 million in Asia
 4.63 million in South America4.63 million in South America
 1.14 million in Africa1.14 million in Africa

5. The Internet as aThe Internet as a
Communications MediumCommunications Medium
 Electronic PublicationsElectronic Publications
 Library ArchivesLibrary Archives
 NewsgroupsNewsgroups
 EmailEmail
 AdvertisementsAdvertisements
 NewsNews
 P2P networksP2P networks

6. Public SpheresPublic Spheres
Prior NetworkedPrior Networked
Communication:Communication:
 Town HallTown Hall
 ChurchChurch
 Town SquareTown Square
Ensuing NetworkedEnsuing Networked
Communication:Communication:
 TelevisionTelevision
 NewsgroupsNewsgroups
 Online PollsOnline Polls

7. Virtual vs. ‘Real’ ResourcesVirtual vs. ‘Real’ Resources
 Online coursesOnline courses
 EmailEmail
 Research usingResearch using
search enginessearch engines
 Class discussionClass discussion
 Having coffee withHaving coffee with
a frienda friend
 A book which isA book which is
primary sourceprimary source
written by anwritten by an
expert in the fieldexpert in the field

8. Globalization vs. IsolationGlobalization vs. Isolation
 Share ideas withShare ideas with
the worldthe world
 Buy anything fromBuy anything from
anywhere,anywhere,
regardless ofregardless of
locationlocation
 Connect withConnect with
anyone in the worldanyone in the world
using 2 of yourusing 2 of your
sensessenses
 But will be taken withBut will be taken with
a grain of salta grain of salt
 Without experiencingWithout experiencing
any culture outsideany culture outside
the computer roomthe computer room
 As opposed toAs opposed to
meeting in person andmeeting in person and
communicating on allcommunicating on all
55

9. ConsCons
 Copyright infringementCopyright infringement
 AddictionAddiction
 Loss of social skillLoss of social skill
 InsecurityInsecurity
 DesensitizationDesensitization

10. ConclusionConclusion
 Great tool if not taken out of contextGreat tool if not taken out of context

11. Growth of, Access to, andGrowth of, Access to, and
Control of the InternetControl of the Internet

12. Extreme GrowthExtreme Growth
0
1
2
3
4
5
6
7
8
9
10
1971 1983 2003 2050
Computers on the ARPA/ Internet (in thousands)
Year 1971 1983 2003 2050
Number of
computers
25 1000
3000
(projection)
Who
knows?

13. Growth of the internetGrowth of the internet
 ARPANET - started by DoD toARPANET - started by DoD to
research networks (1969)research networks (1969)
 December 1995 - 16 million usersDecember 1995 - 16 million users
 Current:Current:
• According to NielsonAccording to Nielson
 580 million people worldwide now have580 million people worldwide now have
access to the internetaccess to the internet
 168.6 million attributed to the U.S168.6 million attributed to the U.S

14. The Top Five Most Popular Internet ActivitiesThe Top Five Most Popular Internet Activities
(Percent Of Internet Users)(Percent Of Internet Users)
1.1. E-mail and instant messagingE-mail and instant messaging 87.9%87.9%
2.2. Web surfing or browsingWeb surfing or browsing 76.3%76.3%
3.3. Buying onlineBuying online 48.9%48.9%
4.4. Finding entertainment informationFinding entertainment information 47.9%47.9%
5.5. Reading newsReading news 47.6%47.6%
(data from 2001)(data from 2001)
• Email usage has doubled in past threeEmail usage has doubled in past three
yearsyears
 3030  60 billion messages a year60 billion messages a year
 Another doubling expected by 2005Another doubling expected by 2005

15. Who controls the internetWho controls the internet
 Cyber crime definedCyber crime defined
• The dissemination of racist and xenophobicThe dissemination of racist and xenophobic
material through computer systemsmaterial through computer systems
 GovernmentsGovernments
• Citizens must use state-run ISPs in someCitizens must use state-run ISPs in some
countriescountries
 Blocked contentBlocked content

16. Who controls the internet (cont’d)Who controls the internet (cont’d)
 Parents and EmployersParents and Employers
• Cyber nannyCyber nanny
 Disallows graphic or violent imagesDisallows graphic or violent images
• PICSPICS
 Platform for Internet Content SelectionPlatform for Internet Content Selection
 Labels that discuss a sites contentLabels that discuss a sites content

17. Access to the InternetAccess to the Internet
 72.3% of Americans use the net72.3% of Americans use the net
• Others do not for lack of accessOthers do not for lack of access
 Not disinterestNot disinterest
 Men & WomenMen & Women
• Approx the same 74-70%Approx the same 74-70%
 Income and educational difsIncome and educational difs
• PhDs >85%PhDs >85% >$100k = 10 hrs>$100k = 10 hrs
vs.vs. vs.vs.
• High school 60%High school 60% <$30k = 4hrs<$30k = 4hrs

18. Here to stayHere to stay
 More people are using it dailyMore people are using it daily
 Look forward to equal access…Look forward to equal access…
After all, the Internet is for everyoneAfter all, the Internet is for everyone
(RFC 3721)(RFC 3721)

19. Gender related Issues ofGender related Issues of
ComputingComputing

20. Personal ExperiencePersonal Experience
 I was too quick toI was too quick to
judge.judge.
 Stereotyped.Stereotyped.
 Can such a biasedCan such a biased
stereotype bestereotype be
justified?justified?

21. Is there a Gender Gap?Is there a Gender Gap?
 After analyzingAfter analyzing
more than 1,000more than 1,000
research studies,research studies,
the Americanthe American
Association ofAssociation of
University WomenUniversity Women
(AAUW) has(AAUW) has
concluded thatconcluded that
when it comes towhen it comes to
technology, theretechnology, there
is an alarmingis an alarming
gender gap.gender gap.

22. StatisticsStatistics
 US population of menUS population of men
and women is 50:50.and women is 50:50.
 Tech jobs are growingTech jobs are growing
every year.every year.
 However womenHowever women
represent only 20% ofrepresent only 20% of
the Computer sciencethe Computer science
and engineering laborand engineering labor
force.force.
Where are all the Women?Where are all the Women?

23. So What?So What?
““The gender gap in computer science must beThe gender gap in computer science must be
eliminated for two reasons.eliminated for two reasons.
(1) The more obvious reason is to ensure that(1) The more obvious reason is to ensure that
fair and equal treatment is being provided to allfair and equal treatment is being provided to all
potential and current computer scientists.potential and current computer scientists.
(2) The less considered danger of the gender gap(2) The less considered danger of the gender gap
concerns the advancement of the field as aconcerns the advancement of the field as a
whole. By hindering half of the population aswhole. By hindering half of the population as
potential contributors, the field of computerpotential contributors, the field of computer
science decreases its chance of furtherscience decreases its chance of further
development.”development.”
Quoted from: http://www.expage.com/page/genderissues3

24. AnglesAngles
 Male-Dominated EnvironmentMale-Dominated Environment
-Are women being elbowed out?-Are women being elbowed out?
 DiscriminationDiscrimination
-HR playing favoritism?-HR playing favoritism?
 Image of ComputingImage of Computing
--Nerdy/Bad StereotypesNerdy/Bad Stereotypes
 Lack of Adequate HighLack of Adequate High
School/College PreparationSchool/College Preparation
-Do teachers-Do teachers
encourage/discourage females toencourage/discourage females to
pursue tech jobs?pursue tech jobs?
 Societal ImplicationsSocietal Implications
-Games-Games
-Role models-Role models

25. Lack of AdequateLack of Adequate
High School/College PreparationHigh School/College Preparation
 According to a study by theAccording to a study by the Research Foundation forResearch Foundation for
Improving the Representation of Women in the TechnologyImproving the Representation of Women in the Technology
Workforce,Workforce, the number of women who received CS bachelor'sthe number of women who received CS bachelor's
degrees, the number peaked in 1986 when womendegrees, the number peaked in 1986 when women
represented approximately 36% of the total number ofrepresented approximately 36% of the total number of
graduates. Since then numbers have only declined!graduates. Since then numbers have only declined!
 ““The gender gaps we see are evidenceThe gender gaps we see are evidence
that public schools are failing to fully preparethat public schools are failing to fully prepare
girls for the 21st century”.girls for the 21st century”.
 Concerned and embarrassed that womenConcerned and embarrassed that women
account for only 15 to 20 percent of theiraccount for only 15 to 20 percent of their
computer science majors, a number of topcomputer science majors, a number of top
colleges are looking for ways to attract more women tocolleges are looking for ways to attract more women to
careers in computers. They are adding courses that appeal tocareers in computers. They are adding courses that appeal to
women's strengths, creating mentoring programs and thinkingwomen's strengths, creating mentoring programs and thinking
harder about the gender gap.harder about the gender gap.

26. Societal ImplicationsSocietal Implications
- Childhood Development?- Childhood Development?
The Association for Computing Machinery'sThe Association for Computing Machinery's
Committee on Women in Computing (ACM-W) haveCommittee on Women in Computing (ACM-W) have
found that:found that:
 Role Models?Role Models? – “Fathers are more likely to be using– “Fathers are more likely to be using
computers in the home than mothers so you have thecomputers in the home than mothers so you have the
element of the role model”.element of the role model”.
 Self-confidence? - boys “exhibit higher computer self-Self-confidence? - boys “exhibit higher computer self-
confidence and a more positive attitude about computersconfidence and a more positive attitude about computers
than girls”.than girls”.

27. Societal ImplicationsSocietal Implications
- Video Games?- Video Games?
 Computer games, which often attract children toComputer games, which often attract children to
computers, are written by male programmers!computers, are written by male programmers!
 Generally these games consist of violence, killing andGenerally these games consist of violence, killing and
scoring points, all of which interest young boys . Thusscoring points, all of which interest young boys . Thus
girls, who are not engaged as much by these games, aregirls, who are not engaged as much by these games, are
less likely to follow this avenue into computer science.less likely to follow this avenue into computer science.
 Software produced specifically for girls?Software produced specifically for girls?
-Researchers and parents feel that so-called “pink”-Researchers and parents feel that so-called “pink”
software, such as Disney’s Princess Fashion Boutique andsoftware, such as Disney’s Princess Fashion Boutique and
Barbie Magic Hairstyler will teach girls the technology skillsBarbie Magic Hairstyler will teach girls the technology skills
and confidence building they need to narrow the digitaland confidence building they need to narrow the digital
gender gap.gender gap.

28. ConclusionConclusion
 As technology continues to expandAs technology continues to expand
nationally and internationally, it isnationally and internationally, it is
important that advances are equallyimportant that advances are equally
influenced by men and women.influenced by men and women.
 In order to reduce the Gender Gap, theIn order to reduce the Gender Gap, the
issue must be taken seriously. Schools,issue must be taken seriously. Schools,
video game manufacturers, and industriesvideo game manufacturers, and industries
must find a way to involve both genders.must find a way to involve both genders.
 Parents (mothers) must take an active rollParents (mothers) must take an active roll
in influencing and encouraging theirin influencing and encouraging their
daughters to pursue tech jobs/degrees.daughters to pursue tech jobs/degrees.

29. International IssuesInternational Issues

30. Issues of International BusinessIssues of International Business
 LanguageLanguage
 Time ZonesTime Zones
 Sharing of dataSharing of data
 Learning foreign Business PracticesLearning foreign Business Practices
 PresentationPresentation

31. LanguageLanguage
 Knowing a second languageKnowing a second language
• If not then a translator may be neededIf not then a translator may be needed
• Americans tend not to be multilingualAmericans tend not to be multilingual
 Translations may contain errorsTranslations may contain errors

32. TimeTime
 Time zone differencesTime zone differences
• Limited windows of communicationLimited windows of communication
 Email?Email?
• Not always a perfect solutionNot always a perfect solution
 Can be time intensiveCan be time intensive
 May not produce the best resultsMay not produce the best results

33. Sharing of DataSharing of Data
 Media of transport/ CommunicationMedia of transport/ Communication
• WANWAN
 Transfering projectsTransfering projects
 EmailsEmails
• Snail MailSnail Mail

34. Learning foreign BusinessLearning foreign Business
PracticesPractices
 Trying to treat international businessTrying to treat international business
partners like an american business is apartners like an american business is a
BAD idea...BAD idea...
• ““The appropriate ways of conducting businessThe appropriate ways of conducting business
and holding meetings vary from country toand holding meetings vary from country to
country and from culture to culture.”country and from culture to culture.”
 Good exampleGood example
• A meeting set for a certain time in China aA meeting set for a certain time in China a
person should be 15 minutes early andperson should be 15 minutes early and
preparingpreparing
• A meeting set for a certain time in MexicoA meeting set for a certain time in Mexico
might not actually start for an hour or twomight not actually start for an hour or two

35. Examples of Do’s and Dont’sExamples of Do’s and Dont’s
 GermanyGermany
• DoDo
 Knock before opening a closed door.Knock before opening a closed door.
• Don'tDon't
 Shake someone's hand while your otherShake someone's hand while your other
hand is in your pocket.hand is in your pocket.

36. Examples of Do’s and Dont’sExamples of Do’s and Dont’s
 FranceFrance
• DoDo
 Avoid calling your associates' personalAvoid calling your associates' personal
number for business related issues. If itnumber for business related issues. If it
cannot be avoided, do so before 9:00pm.cannot be avoided, do so before 9:00pm.
 For corporate letters or e-mail, use a veryFor corporate letters or e-mail, use a very
formal and business-like approach.formal and business-like approach.
• Don'tDon't
 Use first names during a business meeting.Use first names during a business meeting.
 Show up late for meetings.Show up late for meetings.
 Bring up business at the start of aBring up business at the start of a
dinner/meeting.dinner/meeting.

37. Examples of Do’s and Dont’sExamples of Do’s and Dont’s
 JapanJapan
• Forget it I don’t have enough time...Forget it I don’t have enough time...

38. LiteratureLiterature
 Books found @ barnesandnoble.comBooks found @ barnesandnoble.com
• Doing Business in ChinaDoing Business in China
• Business Korea: A Practical Guide toBusiness Korea: A Practical Guide to
Understanding South Korean Business CultureUnderstanding South Korean Business Culture
• International BusinessInternational Business
• International Business and Trade: Theory,International Business and Trade: Theory,
Practice, and PolicyPractice, and Policy

39. PresentationPresentation
 OrganizationOrganization
 AppearanceAppearance
 ““Be civil, neat and listen to what theyBe civil, neat and listen to what they
are saying. Since we areare saying. Since we are
representing our company, we needrepresenting our company, we need
to project the best image to ourto project the best image to our
customer.” –Ralph Flataucustomer.” –Ralph Flatau

40. ReferencesReferences
• http://www.zakon.org/robert/internet/timeline/
• http://www.isp-planet.com/research/
• Number of users: http://cyberatlas.internet.com/big_picture/geographics/article/0,,5911_1593591,00.html (feb
2003)
• IPv4: http://www.isoc.org/briefings/001/
• Crime: http://www.cyber-rights.org/cybercrime/
• Demographics: http://ccp.ucla.edu/pdf/UCLA-Internet-Report-2001.pdf
• Gov’t control: http://www.rferl.org/nca/special/enemies.html
• The map of the world: http://www.ipsos-reid.com/us/services/syndicated/dsp_face.cfm
• Armando Gomez. (2003, February 24). Business Travel Etiquette. [World Wide Web] Available:
http://www.askmen.com/money/career/20_career.html
• Flatau, Ralph. (2003, February 25). Infimed Inc Manager. [Email Interview]
• http://portal.acm.org/citation.cfm?id=320264<http://portal.acm.org/citation.cfm?
id=320264&;coll=portal&dl=ACM&CFID=8149335&CFTOKEN=12007127>&coll=portal&dl=ACM&CFID=8149
335&CFTOKEN=12007127
• Brainball: http://portal.acm.org/toc.cfm?id=604575<http://portal.acm.org/toc.cfm?
id=604575&;idx=J373&type=issue&coll=portal&dl=ACM&part=magazine&WantType=Magazines&title=interac
tions&CFID=8149042&CFTOKEN=44437748>&idx=J373&type=issue&coll=portal&dl=ACM&part=magazine&
WantType=Magazines&title=interactions&CFID=8149042&CFTOKEN=44437748
• Number of Cell Phone Customers: http://www.emc-
database.com/website.nsf/index/pr020319http://inventors.about.com/gi/dynamic/offsite.htm?site=
• http://www.pbs.org/internet/timeline/timeline%2Dtxt.html
• http://www.oreillynet.com/pub/a/wireless/2001/09/28/relay.html

41. References (Cont.)References (Cont.)
• http://www.acm.org/women/
• http://www.expage.com/page/genderissues3
• http://www.cpsr.org/program/gender/index.html
• http://www.pbs.org/newshour/bb/youth/jan-june99/gendergap_1-29.html
• http://www.iota.org/Winter00/gendergap.html
• http://www.ucalgary.ca/~northcot/380-2/lec12.html
• http://www.ucalgary.ca/%7Ekawwalsh/introduction.htm
• http://www.interweb-tech.com/nsmnet/docs/updated_numbers.htm
• http://www.anu.edu.au/people/Roger.Clarke/II/NetN3.html
• http://www.uclic.ucl.ac.uk/harold/srf/networked.pdf
• http://www.caul.edu.au/org/commsdoc.htm