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Youth is a major predictor of use of new information and communication technologies (ICTs). This chapter attempts to give a detailed examination of the functions for which teenagers use the Internet. It notes that interpersonal communication and downloading music dominate teens' time online. Almost all of teens' online communication is with other teens that they know from school and other local contexts, although online gaming and participation in chat rooms puts them in contact with strangers. By analysing the multiple conversational threads intertwined in an online chat room, the chapter provides a description of how teenagers use online conversation to cope with the perennial concerns of adolescent life, such as gender and racial identity, sexual development, and romantic partners.

In Chapter 4, a network analysis of Web-links is combined with a secondary analysis of existing sources in order to single out the main extreme right organizations in each country and investigate the relations among them. Focusing on the individual organizations, the authors examine which actors occupy a central position in each of the national networks. They then characterize the overall configuration of these three networks in terms of density, conflictuality and segmentation.

This chapter reviews the relationship between the media and the Umbrella Movement. The mainstream media, aided by digital media outlets and platforms, play the important role of the public monitor in times of major social conflicts, even though the Hong Kong media do so in an environment where partial censorship exists. The impact of digital media in largescale protest movements is similarly multifaceted and contradictory. Digital media empower social protests by promoting oppositional discourses, facilitating mobilization, and contributing to the emergence of connective action. However, they also introduce and exacerbate forces of decentralization that present challenges to movement leaders. Meanwhile, during and after the Umbrella Movement, one can also see how the state has become more proactive in online political communication, thus trying to undermine the oppositional character of the Internet in Hong Kong.

This chapter argues that we are at a difficult juncture in protecting online speech and privacy when states resist applying principles they have endorsed internationally to their domestic legislation and practice. Although governments have welcomed the internet’s globalizing effect on economic development, they now fear its ability to amplify messages such as terrorism, revolution, pornography, or propaganda. But sacrificing basic freedoms to control the internet’s powers is neither effective nor wise. How well we protect privacy and speech in the digital age will determine whether the internet liberates or enchains us.

This chapter deals with the sustainability of the Internet as the primary instrument through which news and information is distributed globally. Many informed activists, academics, observers, and technologists share contemporary activist Ai Weiwei's perspective of the Internet as a liberating force. In this vision, the peer-to-peer nature of online communication, the constant pattern of technological innovation, and the predominant desire of people everywhere to inform and be informed overcome the resistance from oppressive governments seeking to control online speech. The chapter addresses the question of whether the political environment allowing the Internet to function as a global system of information sharing is sustainable, focusing on the Chinese-led effort to remodel the nature of the Internet, its Internet policy, and use the United Nations to assert its authoritarian conception.

This chapter provides a framework and guides for teaching the online music appreciation class in ways that suit the online modality and a variety of learners. Because it is much more challenging to build community and connect with others in an online classroom when compared to face-to-face learning, and community is essential to learning, a framework for teaching online that includes aspects most likely to promote community among learners and between students and their instructor is needed. Readers will find helpful guidance to develop a robust community of inquiry within the online music appreciation classroom, along with communication strategies and routines typical of online teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight essential elements for teaching online music appreciation, including teaching, social, and cognitive presence; guidelines for online communication while teaching a class; time management tips; and weekly routine suggestions.

This chapter focuses on the online sphere. Through the prism of two developments in 2013—the Gezi Park protests and the corruption scandal—it discusses the possibilities and limits of online communications and the AKP's authoritarian reflex toward the burgeoning networked public sphere. It shows that the AKP's regulation and control of the online public sphere along the axes of nationalism, statism, and religious conservatism are not new, and that it has used three types of controls. These are first-generation controls that consist of Internet filtering and blocking, second-generation controls that involve passing legal restrictions, content removal requests, the technical shutdown of websites, and computer-network attacks; and third-generation controls that include warrantless surveillance, the creation of “national cyber-zones,” state-sponsored information campaigns, and direct physical action to silence individuals or group.

This chapter presents many of the common challenges that online students face and provides instructors with effective strategies through which to address related students’ needs. Instructors who teach online will encounter adult learners with particular learning and communication needs, students who experience time and task management challenges, students with disabilities, nonmusicians who do not understand, students with poor communication or writing skills, students with life events that interrupt their progress or cause them to disappear during a course, and challenging students who question or provoke their instructor and classmates. Readers will find within this chapter supportive strategies to guide them through such circumstances, with outreach and communication scripts that are intended to further support their teaching. The chapter ends with a brief summary of important points and an infographic designed to visually highlight means by which instructors can support and assist students with special needs or challenges in online music appreciation classes.

Adequate communication of a firm’s responsible conduct to diverse stakeholders is essential for a company to reap the full benefits of its CSR activities. After the categorization of various communication tools companies can use to signal their CSR involvement, an analysis of the extent and types of CSR communication in the German chocolate sector via labels on products and via information provided on a firm’s websites is presented. The most significant result is that that communication of CSR in the German chocolate sector is very diverse: it differs highly between different retail store types as well as between different communication channels. For example, the CSR communication on websites is much more extensive than that found on product packages.

This chapter looks at the structure of feeling created in the early 1990s as knowledge workers began to discover the pleasures of online communication and elites groped for an organizational framework under the umbrella of the “information superhighway.” Web browsing articulated itself with a structure of desire centered around an endless “what's next?” and spread in a context in which middle ranks knew things that their superiors did not, adding to that articulation a romantic sense of rebellion; one could in theory rebel, express oneself, and get rich all at once. Taken together, this fusion of romantic subjectivity and market enthusiasms, exemplified and enabled in the early Wired magazine, created the conditions that fueled both the rapid triumph of the internet as the network of networks and the dotcom stock bubble.

In 2000, Vice President Al Gore, with the wind at his back, squandered his advantages and lost to George W. Bush and his disciplined team of advisers. Gore was advised by Donna Brazile, Carter Eskew, Harrison Hickman and Paul Maslin, and Stanley Greenberg. The Republicans were determined not to repeat the mistake of choosing an unelectable candidate like Bob Dole. The senior Bush advisers were Karl Rove, Karen Hughes, and Joe Allbaugh. In 2004 a weakened Bush was able to hold off a strong challenge from John Kerry, thanks in large part to Karl Rove and Ken Mehlman reaching out to Christian conservatives with the same-sex issue and making national security a priority. Howard Dean made great use of online communication and new technologies in his primary campaign. The Kerry team was headed by Robert Shrum. Also important in this race was the Swift Boat anti-Kerry ad campaign.

Within the context of a rapidly changing educational landscape, this chapter addresses issues around the teaching of the history of English to non-traditional students via online and multimedia platforms. It uses as a case study the video series “The History of English in Ten Minutes”—a ten-part animation series broadcast via YouTube and iTunesU—as a means of examining how pedagogical approaches which use new media resources can actively engage large, often non-traditional student audiences. The chapter reviews the design, production, and dissemination of these teaching materials and the implications of their reception and uptake for contemporary pedagogical approaches to the history of English.

During the 2008 presidential campaign, Hillary Clinton’s primary team suffered from internal dysfunction, while Barack Obama’s team was successful in picking off delegates, rather than seeking out popular victories. The Obama team was headed by David Plouffe and David Axelrod, and they made inventive use of technology, online communication, and social media. On the Republican side, John McCain struggled in the primaries, faced with the difficulties of succeeding the then unpopular George Bush. Fundraising was at an all-time high, with support from the Koch brothers and others. McCain made a surprising pick for vice president, Alaska governor Sarah Palin. The 2012 Obama re-election team, headed by Jim Messina, used their long lead time to plan and build their strategy. Mitt Romney’s campaign was headed by Matt Rhoades, Katie Packer Gage, Russ Schriefer, and Stuart Stevens. The technological prowess of Obama team proved to be a powerful strategic weapon in the campaign.