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By Flis Henwood, Nod Miller, Peter Senker, Visit Amazon's Sally Wyatt Page, search results, Learn about Author Central, Sally Wyatt,

Technology and In/equality explores the varied implications of the recent info and verbal exchange applied sciences via case experiences in their purposes in 3 major parts - media, schooling and coaching, and paintings. Questions of entry to and keep watch over over an important assets reminiscent of info, wisdom, talents and source of revenue ae addressed drawing upon insights from technology and expertise reviews, innovation thought, sociology and cultural reports. the entire chapters query the meanings of the phrases 'technology' and 'inequality' and of the frequent organization of know-how with growth. Written with a non-specialist readership in brain, all advanced theories and key innovations are conscientiously defined making the ebook simply obtainable and suitable to quite a lot of classes.

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Technology and In Equality: Questioning the Information Society

Know-how and In/equality explores the varied implications of the recent info and communique applied sciences via case experiences in their purposes in 3 major parts - media, schooling and coaching, and paintings. Questions of entry to and keep watch over over an important assets reminiscent of details, wisdom, talents and source of revenue ae addressed drawing upon insights from technological know-how and know-how reviews, innovation thought, sociology and cultural experiences.

Extra info for Technology and In Equality: Questioning the Information Society

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There is a growing differentiation, however, between such basic Web production and the more sophisticated production which is seen as the basis for competitive advantage for commercial firms and other organisations competing for attention, time and custom. It was perhaps inevitable that the expansion of the Internet would lead to an increased division between producers and consumers of Internet services – especially once growth of usage reached the stage where new users were learning to use the Internet at the same time as they were learning to use computers.

Furthermore, espousal of the trickle-down approach has policy consequences, most obviously a wait-and-see attitude to the alleviation of inequality. If access to a previously scarce resource is increasing year on year, is it not better to wait and see at what level the rate of increase starts to slow down and only then take action to bridge the gap between the ‘natural’ level of access provided by the market and the level deemed socially desirable? This argument has been made in relation to universal service obligations for advanced telecommunications services (Noam 1994).

The emergence of an Internet community, consisting mostly of computing science professionals and students, when new services and new forms of communications such as Usenet groups began to develop (from the end of the 1970s to around 1987, concentration in the US remained but increasingly other industrialised countries became involved); 3. the broadening of the Internet into a general academic resource, when the information and services on the Internet became more important than the addresses of the connected computers (from about 1987 to 1993, predominantly in industrialised countries); 4.

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