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Websites are often used by governments to articulate particular views on international affairs, and even to lobby for a particular position. Using work by Arquilla and Ronfeldt (1999), Castells (2001) and Chadwick (2001) as a theoretical framework for understanding the importance that cyberspace holds for governments and states, the author analyzes the efforts of the Slovenian Ministry of Defense (MoD) to adopt the Internet to communicate with publics it defined as important. Through this website, the MoD literally served as a combatant in the noosphere, while displaying tendencies that Chadwick argues serves particular purposes in maintaining domestic political legitimacy. The analysis is based on a socio-semiotic approach (Hodge & Kress 1988) dependent on a well-developed understanding of the context within which signs and symbols exist. The paper outlines the role of the military in Slovenia, incorporates interview data with public relations staff in and then links these to a descriptive analysis of website content. The paper concludes that it is important for non-hegemonic states to actively contest cyberspace images in the noosphere, if only to serve the domestic public the state needs for legitimacy. Further directions in comparative work are proposed. [ABSTRACT FROM AUTHOR]

Based on in-depth interviews and a political economy analysis, this paper offers an evaluation of a Computer Literacy Project in Slovenia that was created as a part of a larger technological development project in the region. The article is divided into three main parts. The first part offers some critical arguments on the notions of development and technology. The second part contains an analysis of why the Computer Literacy Project received much support from the educational authorities in Slovenia - and it is argued that this is because it falls in line with general political and economic principles promoted by the dominant neo-liberal vision in the Central-Eastern European region. In the third part, a case study of the Computer Literacy Project in Slovenia is assessed. We attempt to unveil the discourses of the Computer Literacy teachers that were geared towards creating a specific vision of a Slovene future: a vision that continues to promise economic progress, and democracy through technology and the rise of the Internet. This section explores how their discourses stem from mainstream perspectives of development and technology. We attempt to unravel the paradoxes within the disourses, while showing how this vision sidesteps a morecritical analysis of the Internet's potential. Entrenched in a technological-deterministic perspective, the study respondents recognize that education and the democratic public sphere can be guaranteed by virtue of a technology access alone. We suggest that education policy-makers everywhere should carefully review their computer literacy policies, and we argue for a course on Information Literacy that would provide an alternative educational experience. [ABSTRACT FROM AUTHOR]