The digital divide – a new generation gap. Parental knowledge of their children's Internet use
Bibliographic record
Abstract
Canada is a world leader in terms of Internet penetration in households. Canadians use the Internet at home, in the workplace, at school and in public libraries. Youth are among the biggest users of media, including the Internet, and Internet access among youth is widespread. Young people are using the Internet for many purposes, including socializing through e-mail, instant messaging (IM) and chat rooms, and for entertainment, accessing information and homework. Along with the benefits of Internet use for children and youth, there are also risks. Young people can be exposed to pornographic, violent and hateful material, and come across age-inappropriate sites. They can also come into contact with people who may put them or their families at risk, or they can become the object of harassment. To find out how the Internet is influencing the lives of Canadian children, and the extent to which parents are aware of its hazards and influences, the Media Awareness Network (MNet) conducted two benchmark surveys, one in 2000 with parents (1), and the other in 2001 with children and youth themselves (2). The results from these surveys - and particularly the contrast between the two sets of findings - provide physicians, and others working with children and youth, with important food for thought about the Internet's potential impact on the healthy mental and physical development of this first generation of children and youth growing up with the Internet.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".