The effects of the Internet cut across all social spheres, influencing individuals and society on personal, structural, and global levels. The issues raised by the introduction of Internet technologies into society include problems of morals, ethics, rights, logistics, statecraft, social utility, and interpersonal relationships. The effect of these technologies will likely influence our society at its very roots, putting into play issues related to many of the deeply constitutive social traits that have previously gone undisturbed in the course of other seemingly paradigmatic technological shifts. Although the individual chapters of this essay may appear to be diverse both in their attributions of cause and their policy recommendations, they all share a common conclusion: the recognition that the interface between Internet technology and society is a complex and multifarious boundary. Navigating this boundary requires observation from diverse perspectives, as well as the willingness to conduct continuing research and to implement complex and flexible social responses based on this research.
MUDs represent the highest level of immersion into the virtual world as they entirely envelop users in a virtual environment. If used properly, MUDs can also benefit our offline lives by promoting a higher level of social interaction and acting as a means of therapy for people who have weak social skills. Problems arise when online life begins to become substitute for offline life, and online friends become a person's only acquaintances. However, with policies that encourage MUD usage in moderation, this type of obsessive identity-sapping MUD abuse can be avoided. Because of MUDs and other virtual communities, our notions of identity are becoming more malleable, but perhaps this is the natural progression of society. As a complex understanding of the richness of human identity demonstrates that it is impossible to describe a person in a single word, perhaps an even richer understanding of this identity, spurred by the development of MUDs, will also demonstrate that it is too much to ask to describe a person's identity in terms of only a single external character.
Observational studies have shown that children become temporarily more aggressive after either playing or observing violent video games. This data thus appears to support "social learning" theory. The literature on video game violence was further analyzed specifically with regard to gender, age, education, and class. With respect to gender, the evidence suggests that females are more affected by video game violence than males. Age, however, appears to have no appreciable effect. There also seems to have been little conclusive research done on the impact of video game violence specifically with regard to the players' level of education and socioeconomic standing. Finally, although many studies examine the effects of violent video games and aggression, these studies primarily focus on the possible short-term effects, and do not reliably support conclusions about the long-term effects of these games.
The computer user should one be the most important factor in the creation of a computer, and yet humans are often ignored in manufacturing computing components. For example, computer use is often physically uncomfortable because of inadequate ergonomic design. Clearly, computer manufacturers should attempt to improve human-computer interactions by making computers ergonomically sound or by selling ergonomically configured products at more reasonable prices. More average computer users should also be included in the creation process so that they can have input into the configuration of their machines. Another specific issue related to design is gender stereotyping. Gender neutral design with regard to the themes and colours of both hardware and software should be adopted to avoid recreating the gender stereotypes traditionally driven into children.
Research evidence on the Internet's effects on social skills can support a number of different, perhaps even contradictory, possibilities. This data alternatively suggests that the Internet might have negative or beneficial effects, or even no measurable effect at all on social skills (perhaps for the reason that the Internet's transformative effect is so powerful that we will be left without a basis its effects). Consequently, the uncertainty of these findings logically points to policies that minimize the potential risks to social skills that might be posed by the Internet.
The development of Internet literacy in our children will require and investment in both instructional training for teacher and new facilities. Training is especially critical, as the accountability and bias of the diverse information offered by the Internet must always be questioned. At the same time, traditional critical thinking and basic reading skills must still be key areas of concentration in instruction, and we must avoid the trap of inadvertently contributing to an increase in future illiteracy by focussing too heavily on new Internet literacy skills to the detriment of traditional literacy. Another issue related to literacy and the Internet is that the ease of publication allowed by the Internet may result in a deluge of mediocre writing, making it impossible for the general public to seize upon and recognize new works of high literary value. This problem could be addressed through government programs aimed at funding, recognizing, and promoting works of artistic excellence in the public sphere.
The Internet is indeed a hostile environment for women due to environmental factors beginning in early childhood. Women have had to devise special strategies to overcome many of the barriers they face when dealing not only with the Internet, but also with computers in general. By continuing their struggle to revise and adapt the environment of the Internet to their needs and reference frames, women will not only begin to make the online environment friendlier for themselves, they will also succeed in contributing positive ideas and perspectives currently lacking in today's male-dominated online world.
Since the incorporation of the Internet as a pedagogical device into our systems of education is a recent phenomenon, its potential impacts are still being assessed. It can be stated with confidence, though, that education will change significantly as a consequence. However, whatever changes are adopted as a result of the introduction of this technology, instructors should not abandon the face-to-face communication between students and educators that seems to be imperative to education. Consequently, the best approach will likely be to employ a hybrid strategy that mixes technologically mediated and traditional pedagogical techniques.
Although telework will likely benefit women, disabled persons, and single parents, it may also lead to isolation and a narrowing of the job market. Clearly, telework is a complex social phenomenon that will likely have numerous and multifarious effects. It is hoped that through proper implementation, telework can become a viable complement to the traditional working environment.
Given that the protection of children is the primary motivation for censorship and that all attempts at the global control of explicit material will inevitably meet with major logistic and ethical problems, the most appropriate policies regarding the control of such material appear to be those that facilitate control at the level of the private household. Introducing effective tools that allow parents the ability to monitor and control the content viewed by their children and encouraging attentiveness on the part of parents are likely the best methods of stopping explicit materials from reaching minors. A joint effort by the government, the media, and the parents to become more aware of what the Internet has to offer will it easier to supervise a child's online exposure at home, allowing the Internet to be a useful and safe medium for all of its users.
While the state no longer has absolute control over the flow of information technology, the more affluent nations still have a great deal of impact on its movement. These rich countries will maintain the division between themselves and the poorer countries through the strategic use of export policies; depending on the situation, different states have different strategic reasons for preferring more or less restrictive policies on the movement of technology. On a more theoretical level, some argue that a less restrictive global regime on information and technology transfer must be implemented to meet the ideals of freedom and democracy. However, other thinkers who are concerned with the individual's right to privacy argue that state regulation is necessary to restrict the collection and trade of personal information.
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The policy questions regarding the Internet and its impact on society posses answers. However, finding and understanding them might be difficult and complex. The recommendations generated by this inquiry show that with effort, a concern for comprehension, and a willingness to conduct further inquiry, policy makers can begin to develop plans for the richly multifaceted wired world that we will inhabit tomorrow.
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