January 30: Thousands of protesters remain in Cairo's Tahrir Square.

"What we started can never be pushed back"

Turkey has announces that it is sending aircraft to evacuate its citizens, after the US embassy in Cairo has advised all Americans currently in Egypt to consider leaving as soon as possible.

January 31: Mubarak still refuses to step down, amid growing calls for his resignation. Protesters continue to defy the military-imposed curfew. About 250,000 people gather in Cairo's Tahrir Square and hundreds march through Alexandria.

Internet access across Egypt is still shoddy according to most reports.

Egypt's new vice-president promises dialogue with opposition parties in order to push through constitutional reforms

Protesters remain camped out in Tahrir Square from a variety of political and demographic groups.

The White House says the Egyptian government must engage with its people to resolve current unrest. Obama's spokesperson, Robert Gibbs, says the crisis in Egypt "is not about appointments, it's about actions ... They have to address freedoms that the people of Egypt seek".

Opposition groups continue to call for a "million man march" and a general strike on Tuesday to commemorate one week since the protests began. Meanwhile, the military reiterates that it will not attempt to hurt protesters.

Former US president Jimmy Carter calls the unrest in Egypt an "earth-shaking event", and says he guesses Hosni Mubarak "will have to leave", the US Ledger-Enquirer reports.

President Mubarak tells his new prime minister, Ahmad Shafiq, to keep government subsidies and cut prices.

February 1: Hosni Mubarak announces in a televised address that he will not run for re-election but refuses to step down from office - the central demand of the protesters.

S President Barack Obama praises the Egyptian military for their patriotism and for allowing peaceful demonstrations. He says only the Egyptian people can determine their leaders.

Number of protesters in Cairo's Tahrir Square are revised to more than a million people. Thousands more take to the streets throughout Egypt, including in Alexandria and Suez.

February 2: Preparations begin for another day of demonstrations against President Hosni Mubarak's regime. The army is still deployed with tanks throughout different positions in and around Tahrir Square.

Violent clashes rage for much of the day around Tahrir Square in central Cairo. Up to 1,500 people are injured, some of them seriously, and by the day's end at least three deaths are reported by the Reuters news agency quoting officials.

Pro-democracy protesters say the military allowed thousands of pro-Mubarak supporters, armed with sticks and knives, to enter the square.

ebruary 3: Bursts of heavy gunfire early aimed at anti-government demonstrators in Tahrir [Liberation] Square, leave at least five people dead and several more wounded, according to reports from Cairo.

Sustained bursts of automatic weapons fire and powerful single shots begin at around around 4am local time (02:00GMT) and continue for more than an hour.

February 4: Hundreds of thousands of anti-government protesters gather in Cairo's Tahrir Square for what they have termed the "Day of Departure".

February 5: Thousands who remain inside Tahrir Square fear an approaching attempt by the military to evacuate the square.

January 25:  On a national holiday to commemorate the police forces, Egyptians take to the streets in large numbers, calling it a "day of rage".

January 2011: Activists in Egypt call for an uprising in their own country, to protest against poverty, unemployment, government corruption and the rule of president Hosni Mubarak, who has been in power for three decades.

ours after the countrywide protests begin, the interior ministry issues a statement blaming the Muslim Brotherhood, Egypt's technically banned but largest opposition party, for fomenting the unrest - a claim that the Muslim Brotherhood denies.

Protest organisers heavily relied on social media outlets such as Facebook and Twitter.

January 27: Mohamed ElBaradei, the former head of the UN nuclear watchdog turned democracy advocate, arrives in Egypt to join the protests.

The Egyptian health minister says 11 people have died, while the United Nations says 300 people may have been killed across the country since protests began. News agencies have counted more than 150 dead in morgues in Alexandria, Suez and Cairo.

Reuters quotes Egyptian state TV as saying "terrorists" have targeted an Israel-Egypt gas pipeline in northern Sinai.

Leaked US diplomatic cables suggest Omar Suleiman, the vice-president, long sought to demonise the opposition Muslim Brotherhood in his contacts with skeptical US officials.

February 6: The Muslim Brotherhood says in a statement that it "has decided to participate in a dialogue round in order to understand how serious the officials are in dealing with the demands of the people". Banks officially re-open for 3.5 hours, and traffic police are back on the streets in Cairo, in attempts to get the capital to start returning to normal.

February 7: Thousands are camping out in Tahrir Square, refusing to budge. While banks have reopened, schools and the stock exhange remain closed.

A symbolic funeral procession is held for journalist Ahmed Mahmoud, shot as he filmed the clashes between protesters and riot police from his Cairo office. Protesters are demanding an investigation into the cause of his death

Egypt's government approve a 15 per cent raise in salaries and pensions in a bid to appease the angry masses.

February 8: Protesters continue to gather at Tahrir Square, which now resembles a tented camp. Protesters in the capital also gather to protest outside parliament.

ebruary 9: Labour unions join protesters in the street, with some of them calling for Mubarak to step down while others simply call for better pay. Masssive strikes start rolling throughout the country.

Famous Arab pop star Tamer Hosni visits Tahrir Square, but protesters are unimpressed and angered. Hosni previously made statements telling the demonstrators to leave the square, saying that Mubarak had offered them concessions.

Thirty-four political prisoners, including members of the Muslim Brotherhood, were released on Tuesday, according to Egyptian state television.

Human Rights Watch says that 302 people have been killed since the start of Egypt's pro-democracy uprising. Based on visits to a number of hospitals in Egypt, the organisation says that records show the death toll has reached 232 in Cairo, 52 in Alexandria and 18 in Suez. 

Attributing the information to Egyptian security officials, Reuters reports that several protesters suffered gunshot wounds and one was killed when 3,000 protesters took to the streets in Wadi al-Jadid, where clashes from the previous nights carried over to the early hours.

Citing medics, AFP news agency reports five were dead and 100 are wounded in the clashes that have been going on for two days.

ebruary 10: The newly appointed Culture Minister, Gaber Asfour, quits.  His family says it's due to health reasons but Egypt's main daily newspaper al-Ahram says Asfour, who is also a writer, was criticised by his literary colleagues for taking the post. He was the only new face in the new cabinet.

The criminal court in Egypt has endorsed the decision of banning three former ministers from leaving the country and the government has also frozen their assets.

rotesters in Tahrir Square react with fury when Mubarak says he's remaining in power until September. Protesters wave their shoes in the air, and demand the army join them in revolt.

February 12: People celebrate in Tahrir Square until early morning. Pro-democracy protesters start to clean the square.

February 13: Soldiers try to remove the remaining protesters in Tahrir Square and their tents are dismantled. Traffic flows through the square for the first time since the protests began.

The cabinet spokesman says the cabinet, appointed when Mubarak was still in office, will not undergo a major reshuffle and will stay to oversee a political transformation in the coming months.

About 2,000 policemen hold a protest outside the interior ministry, demanding better wages and trying to clear the bad reputation they have.

Some other public sector workers and bank employees are also protesting in Alexandria and other cities.

ebruary 14: Protesters leave Tahrir Square in the morning but a few thousands return later, most of them protesting against the police.

Police, ambulance drivers and other workers are holding separate demonstrations.

The military leadership issues "Communique No 5", calling for national solidarity and criticising strike action. it urges workers to play their role in reviving the economy.

For young people today, it is vital that formal education begin to offer a bridge from the often insular and entertainment-focused digital culture of the home to a wider, broader range of cultural and civic experiences that support their intellectual, cultural, social and emotional development.

simply buying computers for schools does not necessarily lead to digital and media literacy education. Schools have a long way to go on this front. Access to broadband is a substantial issue as diffusion is uneven across American cities and towns (Levin, 2010).

andatory Internet filtering in schools means that many important types of social media are not available to teachers or students. And though there are computers with Internet access in most classrooms, fewer than half of American teachers can display a website because they do not have a data projector available to them.

Many American parents mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning.

the “soccer mom” has been replaced by the “technology mom” who purchases a Leapfrog electronic toy for her baby, lap-surfs with her toddler, buys a Wii, an xBox and a Playstation for the kids and their friends, puts the spare TV set in the child’s bedroom, sets her child down for hours at a time to use social media like Webkinz and Club Penguin, and buys a laptop for her pre-teen so she will not have to share her own computer with the child.

In many American homes, the computer is primarily an entertainment device, extending the legacy of the television, which is still viewed for more than 3 hours per day by children aged 8 to 18, who spend 10 to 12 hours every day with some form of media (Kaiser Family Foundation, 2010). The computer is used for downloading music, watching videos, playing games and interacting on social networks.

Content risks – This includes exposure to potentially offensive or harmful content, including violent, sexual, sexist, racist, or hate material. Contact risks – This includes practices where people engage in harassment, cyber bullying and cyber stalking; talk with strangers; or violate privacy. Conduct risks – This includes lying or intentionally misinforming people, giving out personal information, illegal downloading, gambling, hacking and more.

For example, when it comes to sexuality, both empowerment and protection are essential for children, young people and their families. Young people can use the Internet and mobile phone texting services to ask difficult questions about sexuality, get accurate information about sexual heath and participate in online communities. The Internet also enables and extends forms of sexual expression and experimentation, often in new forms, including webcams and live chat. Pornography is a multibillion dollar industry in the United States. In a country with the highest teenage pregnancy rate of all Western industrialized countries in the world, a recent report from the Witherspoon Institute (2010) offers compelling evidence that the prevalence of pornography in the lives of many children and adolescents is far more significant than most adults realize, that pornography may be deforming the healthy sexual development of young people, and that it can be used to exploit children and adolescents. Teens have many reasons to keep secret their exposure to pornography, and many are unlikely to tell researchers about their activities. But about 15 percent of teens aged 12 to 17 do report that they have received sexually explicit images on their cell phones from people they knew personally (Pew Internet and American Life Project, 2009).

Expanding the Concept of Literacy. Make no mistake about it: digital and media literacy does not replace or supplant print literacy. At a time when the word “text” now means any form of symbolic expression in any format that conveys meaning, the concept of literacy is simply expanding. Literacy is beginning to be understood as the ability to share meaning through symbol systems in order to fully participate in society. Print is now one of an interrelated set of symbol systems for sharing meaning. Because it takes years of practice to master print literacy, effective instruction in reading and writing is becoming more important than ever before. To read well, people need to acquire decoding and comprehension skills plus a base of knowledge from which they can interpret new ideas. To write, it is important to understand how words come together to form ideas, claims and arguments and how to design messages to accomplish the goals of informing, entertaining or persuading.

Mark Hannah has spent the past several years conducting sensitive public affairs campaigns for well-known multinational corporations, major industry organizations and influential non-profits. He specializes in issues and reputation management online. Before joining the PR agency world (v-Fluence Interactive and Edelman), Mark worked for the Kerry-Edwards presidential campaign as a member of the national advance staff. He's more recently conducted advance work for the Obama-Biden campaign. He is a member of the Public Relations Society of America and a fellow at the Society for New Communications Research, and he serves as an awards judge for both organizations. A graduate of the University of Pennsylvania, he's currently pursuing a master's in strategic communications at Columbia University. He is an independent communications consultant based in New York City and the public relations correspondent for MediaShift. You can reach him at markphannah[at]gmail[dot]com.

in order to prepare students for the modern workforce, education must go beyond core curricula and teach "critical thinking and problem solving skills, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills."

At that point, I saw education – the means by which young people learn the skills necessary to succeed in their place and time – as diverging from schooling.

chools will remain places for parents to put their kids while they go to work, and for society to train a fresh supply of citizen-worker-consumers to be employed by the industries of their time.

But the kind of questioning, collaborative, active, lateral rather than hierarchical pedagogy that participatory media both forces and enables is not the kind of change that takes place quickly or at all in public schools.

someone needs to educate children about the necessity for critical thinking and encourage them to exercise their own knowledge of how to make moral choices.

the basic moral values – is supposed to be what their parents and their religions are responsible for.

But the teachable skill of knowing how to make decisions based on those values has become particularly important now that a new medium suddenly connects young people to each other and to the world's knowledge in ways no previous generation experienced.

e teach our kids how to cross the street and what to be careful about in the physical world. And now parents need to teach their kids how to exercise good sense online. It's really no more technical than reminding your children not to give out their personal information to strangers on the telephone or the street. When it comes to helping them learn how to be citizens in a democracy, media literacy education is central to 21st century civic education.

At the same time that emerging media challenge the ability of old institutions to change, I think we have an opportunity today to make use of the natural enthusiasm of today's young digital natives for cultural production as well as consumption, to help them learn to use the media production and distribution technologies now available to them to develop a public voice about issues they care about.

The media available to adolescents today, from videocameraphones to their own websites, to laptop computers, to participatory media communities like MySpace and Youtube, are orders of magnitude more powerful than those available in the age of the deskbound, text-only Internet and dial-up speeds.

Those young people who can afford an Internet-connected phone or laptop are taking to the multimedia web on their own accord by the millions– MySpace gets Google-scale traffic and Youtube serves one hundred million videos a day.

Although the price of entry is dropping, there is still an economic divide; nevertheless, the online population under the age of 20 is significant enough for Rupert Murdoch to spend a quarter billion dollars to buy MySpace.

Due to the obvious divide set between digital natives and digital immigrants, sometimes both generations are forced to meet which commonly results in conflicting ideologies of digital technology. The everyday regime of worklife is becoming more technologically advanced with improved computers in offices, more complicated machinery in industry etc. With technology moving so fast it is hard for digital immigrants to keep up.

This creates conflicts among older supervisors and managers with the increasingly younger workforce. Similarly, parents clash with their children at home over gaming, texting, YouTube, Facebook and other Internet technology issues. The Pluralist Generation is made up of digital natives

Education, as Marc Prensky states, is the single largest problem facing the digital world as our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language. Immigrants suffer complications in teaching natives how to understand an environment which is "native" to them and foreign to Immigrants. Prensky's own preference to this problem is to invent computer games to teach digital natives the lessons they need to learn, no matter how serious. This ideology has already been introduced to a number of serious practicalities.

The term suggests a familiarity with technology that not all children and young adults who would be considered digital natives have, though some instead have an awkwardness with technology that not all digital immigrants have.

Internet celebrities

Video websites such as YouTube often create Internet celebrities, individuals who have attracted significant publicity in their home countries from their videos.[17]

YouTube has become a means of promoting bands and their music. Many independent musicians, as well as large companies such as Universal Music Group, use YouTube to promote videos.[20]

Viral videos continue to increase in popularity as teaching and instructive aids.

Social media in China is different than in other countries due to the special political situation and economic environment. China has social networks that are the equivalent of Facebook and Twitter, but in this country they are used in slightly different ways. “People in the U.S. use Twitter more like casual talking,” says Hanwen. “In China people use social media more to share formal news.”

“Business Ethics” can be defined as the critical, structured examination of how people & institutions should behave in the world of commerce. In particular, it involves examining appropriate constraints on the pursuit of self-interest, or (for firms) profits, when the actions of individuals or firms affects others.

Ethics is critical in the sense of having to do with examining and critiquing various moral beliefs and practices.

Ethics involves looking at particular norms and values and behaviours and judging them, ask

ing whether various norms and values are mutually contradictory, and asking which ones matter more in what sorts of situations.

Ethics is structured in the sense that it’s not just about having an opinion about how people should behave.

Everyone has opinions.

ethics means providing reasoned justification for our choices & behaviour when it affects others, and reasoned justification for our praise or criticism of other people’s behaviour.

“business ethics,” as defined above, means that other, related ideas like Corporate Social Responsibility (CSR) and corporate citizenship and sustainability are in fact sub-topics within the broader topic of business ethics.

2. Become incredulous and indignant.

3. Create rumor mongers.

4. Use a straw man.

Sidetrack opponents with name calling and ridicule.

6. Hit and Run. I

7. Question motives.

8. Invoke authority.

9. Play Dumb.

10. Associate opponent charges with old news.

11. Establish and rely upon fall-back positions.

12. Enigmas have no solution.

13. Alice in Wonderland Logic.

14. Demand complete solutions.

15. Fit the facts to alternate conclusions.

16. Vanishing evidence and witnesses.

17. Change the subject.

18. Emotionalize, Antagonize, and Goad Opponents.

19. Ignore proof presented, demand impossible proofs. This is perhaps a variant of the “play dumb” rule. Regardless of what material may be presented by an opponent in public forums, claim the material irrelevant and demand proof that is impossible for the opponent to come by (it may exist, but not be at his disposal, or it may be something which is known to be safely destroyed or withheld, such as a murder weapon). In order to completely avoid discussing issues may require you to categorically deny and be critical of media or books as valid sources, deny that witnesses are acceptable, or even deny that statements made by government or other authorities have any meaning or relevance.

20. False evidence. Whenever possible, introduce new facts or clues designed and manufactured to conflict with opponent presentations as useful tools to neutralize sensitive issues or impede resolution.

21. Call a Grand Jury, Special Prosecutor, or other empowered investigative body.

22. Manufacture a new truth. Create your own expert(s), group(s), author(s),

leader(s) or influence existing ones willing to forge new ground via scientific, investigative, or social research or testimony which concludes favorably. In this way, if you must actually address issues, you can do so authoritatively.

23. Create bigger distractions.

24. Silence critics.

sh. If you are a key holder of secrets or otherwise overly illuminated and you

think the heat is getting too hot, to avoid the issues, vacate the kitchen.

25. Van