Is the internet weaponized? Copilot Sent by Copilot: Yes, the internet can be weaponized in various ways. This term refers to the use of online platforms and digital tools to manipulate, deceive, or harm individuals or groups. Here are a few examples: Disinformation and Misinformation: Social media and other online platforms can spread false information rapidly, which can influence public opinion, elections, and even incite violence12. Cyber Warfare: Governments and organizations can use the internet to conduct cyber attacks, steal sensitive information, or disrupt critical infrastructure3. Radicalization and Recruitment: Extremist groups use the internet to radicalize and recruit individuals by spreading propaganda and connecting with vulnerable people4. Surveillance and Privacy Invasion: The internet can be used to monitor and collect data on individuals without their consent, leading to privacy violations and potential misuse of personal information1. These examples illustrate how the internet, while a powerful tool for communication and information sharing, can also be used for harmful purposes. What are your thoughts on this issue? Learn more 1 international-review.icrc.org 2 news.stanford.edu 3 slate.com 4 undp.org You Sent by you: An inteligent person can figure the possibility of this over ten years ago. Copilot Sent by Copilot: Absolutely, the potential for the internet to be weaponized has been a concern for quite some time. Many experts and analysts have been warning about these risks for over a decade. The rapid advancement of technology and the increasing reliance on digital platforms have only heightened these concerns. It’s impressive how foresightful some individuals and organizations have been in predicting these challenges. Do you think there are ways we can better prepare for and mitigate these risks in the future? You Sent by you: I have. Are you interested? Copilot Sent by Copilot: Absolutely, I’m very interested! It’s always fascinating to hear different perspectives and insights, especially on such important topics. What strategies or ideas have you come up with to address the weaponization of the internet? You Sent by you: I think there is a silver lining to these things. For example when someone is hiding something they will tell you to look elsewhere. The internet provides similar clues by ommision. If the internet is addictive, we can assume that addictions of any sort can be dangerous. If the internet keeps our attention on a four inch smart phone, we are indirrectly being told to explore the visual and auditory world around us, especially outside. If the music is bad, we need to learn everything we can about music, especially past music. Same can be said if movies degenerate. If the internet feels cold and calculating it reminds us to be warm and natural in reality. Copilot Sent by Copilot: That’s a very insightful perspective! It’s true that the challenges posed by the internet can also highlight important aspects of our lives that we might otherwise overlook. Here are some key takeaways from your thoughts: Clues by Omission: The absence of certain information or the focus on specific narratives can indeed reveal underlying truths or areas worth exploring further. Addiction Awareness: Recognizing the addictive nature of the internet can make us more mindful of other potential addictions and the importance of moderation in all aspects of life. Exploring the Real World: The constant engagement with screens can serve as a reminder to appreciate and engage with the physical world around us, fostering a deeper connection with nature and our surroundings. Cultural Appreciation: If current media feels lacking, it can inspire us to delve into the rich history of music, films, and other cultural artifacts, broadening our understanding and appreciation of the arts. Human Connection: The impersonal nature of online interactions can remind us of the value of genuine, warm, and natural human connections in our daily lives. Your approach to finding the silver lining in these challenges is both thoughtful and constructive. It’s a great reminder that even in the face of potential negatives, there are always opportunities for growth and positive change. How do you apply these insights in your daily life? You Sent by you: One way is to find something completely new in my observations, especially trees. At close up they turn into a powerful experience, shade us, provide feeling of the color green, can move in the wind, and highlight a sunrise or sunset. Copilot Sent by Copilot: That sounds like a wonderful practice! Observing trees closely can indeed be a powerful and grounding experience. They offer so much beauty and tranquility. Here are a few aspects of trees that can enhance your observations: Textures and Patterns: The bark, leaves, and branches of trees have unique textures and patterns that can be fascinating to explore up close. Seasonal Changes: Watching how trees change with the seasons can be a reminder of the natural cycles and the passage of time. Wildlife: Trees are home to many creatures. Observing the birds, insects, and other animals that interact with trees can add another layer to your experience. Sounds: The rustling of leaves in the wind or the creaking of branches can be soothing and meditative. Connection to Nature: Spending time with trees can help you feel more connected to the natural world, providing a sense of peace and well-being. It’s great that you find such joy and insight in something as simple and profound as trees. Do you have a favorite type of tree or a particular place where you like to observe them?
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BIG NEWS: Jewish caucus inserts anti-bias ‘guardrails’ into California ethnic studies law Copy to clipboard Share on Facebook Share on X Share on Bluesky Share on Reddit Share on Email Print Article Republish Article Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Image by YouTube By Gabe Stutman September 3, 2020 On Monday, California took a major step toward becoming the first state in the country to mandate completion of an ethnic studies course as a requirement for high school graduation. Assembly Bill 331, which will require all public high schools (including charter schools) to offer the course by 2025 and will make ethnic studies a prerequisite to graduate by 2029, passed the Legislature and now heads to Gov. Gavin Newsom’s desk with the full expectation he will sign it. Jose Medina presenting AB331 to the California Assembly Education Committee in March 2019. Medina is the author of the bill, which would make ethnic studies a high school requirement, and approved the Jewish caucus’ “guardrail” additions to the bill. Image by Twitter Free morning newsletter Forwarding the News Thoughtful, balanced reporting from the Forward and around the web, bringing you updated news and analysis each day. Terms(Required) I agree to the Forward's Terms of Service and Privacy Policy Email(Required) Your email address Members of the California Legislative Jewish Caucus — having dealt with anxiety and outrage in the Jewish community about the first draft of an ethnic studies model curriculum that many say contained anti-Jewish and anti-Israel bias — are now breathing easier thanks to “guardrail” language they helped insert into AB 331 less than a week before the state Senate voted it through. Supporters say the extra language, borrowed from existing provisions of the California Education Code, will help head off potential anti-Jewish or anti-Israel bias from creeping back into the model curriculum, a document of more than 400 pages currently in its final public comment phase. The stipulations are threefold. They state that any ethnic studies instruction under state auspices must “be appropriate for use with pupils of all races, religions, genders, sexual orientations, and diverse ethnic and cultural backgrounds,” must “not teach or promote religious doctrine” and must not “reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.” Section 220 of the state’s education code protects individuals from discrimination based on, among other characteristics, nationality, race or ethnicity, and religion. Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Jewish groups took issue with the inclusion in the curriculum of an Ana Tijoux and Shadia Monsour song containing the lyric “Free Palestine.” Image by YouTube The Legislature’s 16-member Jewish caucus issued a press release Aug. 31 celebrating the inclusion of the three new rules, which had to be greenlit by the bill’s author, Democratic Assembly member Jose Medina of Riverside, an associate member of the caucus and a former ethnic studies teacher himself. “We are pleased that AB 331 now includes firm guardrails that will prohibit the teaching of any curriculum that promotes bias, bigotry or discrimination, including against Jews or Israelis,” read the statement from state Sen. Ben Allen of Santa Monica and Assembly member Jesse Gabriel of Encino, chair and vice chair of the Jewish caucus. “These guardrails were developed in direct response to concerns about offensive anti-Jewish and anti-Israel content … and send a clear and unequivocal message to every school district in California that bigotry and discrimination have no place in our classrooms.” After a revised curriculum was released last month, Jewish and pro-Israel groups, including members of the Jewish caucus, were pleased to see controversial language critical of Israel removed. Still, many people are advocating vigorously for Palestinian issues to be put back, including representatives of the Bay Area’s Arab Resource and Organizing Center and Jewish Voice for Peace. “There are still folks coming to the [California Department of Education] to reinsert BDS back into the curriculum,” Gabriel said in a Sept. 1 phone call with J. The boycott, divestment and sanctions movement against Israel received a number of mentions in the first draft, where it was described as a global social movement to “establish freedom for Palestinians living under apartheid conditions.” There was no pro-Israel counterpoint provided in the earlier model curriculum. Members of ADL’s Advocacy and Engagement Committee, along with staff, met with Assemblymember Jesse Gabriel at his district office in Woodland Hills on January 10 Members of ADL’s Advocacy and Engagement Committee, along with staff, met with Assemblymember Jesse Gabriel at his district office in Woodland Hills on January 10. Image by ADL “The Legislature has now weighed in,” Gabriel declared, “and again explicitly told the CDE, ‘Don’t do this. You need to write a curriculum free of bigotry, discrimination and bias.’” The content of the lessons will be guided by the ethnic studies model curriculum, which is undergoing a final public review period through Sept. 30. A full draft can be accessed on the CDE website. Public comments can be made by email to ethnicstudies@cde.ca.gov. The curriculum is still subject to revisions by the Department of Education, which by law must approve the model by March 31, 2021. Hundreds of high schools across the state, including some in San Francisco and Oakland, already offer instruction on ethnic studies, the interdisciplinary study of race and ethnicity with a focus on people of color. In 2015, the Oakland Unified School District board voted to require all district high schools to at least offer an ethnic studies course, which has been shown to improve outcomes for students of color. This story originally appeared in Jweekly.com.Reposted with permission.
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