How do young people understand and practice consent online? This report reveals just how integral sharing and viewing online content is to young people’s lives, and how vital it is that we all understand the needs that young people have in navigating how to ask, give and receive permission online.
The UK Safer Internet Centre has launched top tips and advice pages especially for Safer Internet Day 2019.
A study from researchers at the University of Vermont and the University of Adelaide found that access to as few as eight of our contacts is enough to enable predictive or machine learning technologies to achieve up to 95% accuracy in guessing what a person will post.
From an abstract of the study, titled “Information flow reveals prediction limits in online social activity” and published in the journal Nature Human Behaviour on Monday:
Information is so strongly embedded in a social network that, in principle, one can profile an individual from their available social ties even when the individual forgoes the platform completely.
The Be in Ctrl resource focuses on the online sexual coercion and extortion of children by adults but this behaviour can also exist in a peers’ environment.
The Be in Ctrl resource complements Lockers and both resources focus on educating pupils on appropriate online behaviour and developing a culture of reporting concerns while fostering empathy, respect and resilience. It is recommended Lockers is used in the SPHE class before the Be in Ctrl resource.
We all want to do the right thing online. Here’s how.
Sexual images or videos of under 18s are illegal. It doesn’t matter how old the person looks, this is the law. No ifs, no buts.
You can be prosecuted for taking, making, sharing and possessing sexual images of under 18s, even if you thought that they looked older.
A House of Commons committee has announced plans to investigate the growth of “immersive and addictive technologies”, to advise the government on how to create policy and regulation that can protect the public from the negative effects of digitisation and “gamification”.
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