Global Laws

2006 ◽  
Author(s):  
Jack Goldsmith ◽  
Tim Wu
Keyword(s):  
Computer Networks ◽  
Credit Card ◽  
The United States ◽  
Internet Security ◽  
Expert Group ◽  
Ural Mountains ◽  
Unix Command ◽  
Security Firm ◽  
E Mail ◽  
The Web

Alexey Vladimirovich Ivanov, a twenty-something computer geek from Chelyabinsk, Russia, in the Ural Mountains, earned his living hacking the computer networks of American companies. After breaking into a firm’s servers, he would contact it on behalf of “The Expert Group of Protection Against Hackers” and demand thousands of dollars in exchange for tips on how to plug its security holes. One Connecticut company that initially refused to pay received this e-mail from Ivanov:… now imagine please Somebody hack you network (and not notify you about this), he download Atomic software with more then 300 merchants, transfer money, and after this did ‘rm -rf/’ [a Unix command that deletes directories] and after this you company be ruined. I don’t want this, and because this i notify you about possible hack in you network, if you want you can hire me and im allways be check security in you network. What you think about this?... If a firm did not comply with his unsubtle threats, Ivanov would delete its computer files or post its customers’ credit card information on the Web. Not surprisingly, most firms gave in to the extortion. When FBI officials became aware of Ivanov’s scams, they sought help from the Russian police. But as Brendan Koerner explained, “The Russian interior ministry’s ‘Department R,’ which fights cybercrime, can barely keep up with the kontoras in St. Petersburg and Moscow, much less police a distant outpost like Chelyabinsk.” So the FBI took matters into its own hands. Under the guise of a fictional American Internet security firm called “Invita,” the FBI invited Ivanov to the United States to audition for a job identifying flaws in the networks of potential Invita clients. When Ivanov arrived, undercover agents asked him to prove his ability to break into computer networks. Unbeknownst to Ivanov, the FBI was using a “sniffer” keystroke recording program to learn the usernames and passwords for his computers in Russia. After the audition, the FBI arrested Ivanov and, using his usernames and passwords, downloaded incriminating information from his computer in Russia—information later used to convict him.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 1771-1779
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

scholarly journals Factors Hindering the Adoption of Business-to-Consumer (B2C) in Developing Countries: A Case Study of Sudan

2017 ◽  
Vol 9 (4) ◽  
pp. 28-33
Author(s):  
Abdelaziz Musbah ◽  
Mira Kartiwi
Keyword(s):  
Credit Card ◽  
The United States ◽  
Internet Banking ◽  
Internet Security ◽  
Structured Interviews ◽  
Major Barrier ◽  
Adoption Decision ◽  
Business To Consumer ◽  
Two Stages

It has been commonly reported that e-commerce (electronic commerce) offers viable solutions to businesses in meeting the challenges of an environment that is undergoing changes. This study seeks to explore the factors that influence the adoption decision of Business-to-Consumer (B2C) e-commerce, using Sudan as a case study. The mixed method design was adopted in two stages in which both exploratory and descriptive research approaches were undertaken. Data was collected from enterprises by questionnaire and through the analysis of research and semi-structured interviews. The findings revealed that most enterprises in the country are still in the initial stages of adoption of B2C e-commerce despite the wide growth of Internet use among enterprises in Sudan. Many factors could be responsible for the low usage of e-commerce among the enterprises in Sudan. Technical barrier is seen as the major barrier that affects the adoption of B2C e-commerce. However, this is accompanied by regulatory and legal barriers. One of the factors that inhibit e-commerce adoption in SMEs in Sudan is the lack of Internet security. Other factors include limited use of web portals and Internet banking by enterprises. The use of credit card and visa card is prohibited in Sudan due to the sanction from the United States of America. However, these issues resulted in all type of transactions that involves carrying cash. This makes it risky for customer who carry huge sum of money. In order to improve B2C e-commerce adoption technologies, this study plays a significant role to organizations and supporting organizations, especially those operating in countries with a unique situation like Sudan.

Issues in Using Web-Based Course Resources

2010 ◽  
pp. 2266-2272
Author(s):  
Karen S. Nantz ◽  
Norman A. Garrett
Keyword(s):  
United States ◽  
Online Courses ◽  
The United States ◽  
The Internet ◽  
Web Based ◽  
Course Materials ◽  
Socially Isolated ◽  
Rss Feeds ◽  
E Mail ◽  
The Web

Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).

scholarly journals Postinterview Communication between Obstetrics and Gynecology Residency Programs and Candidates

2012 ◽  
Vol 4 (2) ◽  
pp. 165-169 ◽  
Author(s):  
Diana S. Curran ◽  
Pamela B. Andreatta ◽  
Xiao Xu ◽  
Clark E. Nugent ◽  
Samantha R. Dewald ◽  
...  
Keyword(s):  
United States ◽  
Response Rate ◽  
Educational Leaders ◽  
Program Directors ◽  
The United States ◽  
Obstetrics And Gynecology ◽  
Residency Programs ◽  
Ethical Conflicts ◽  
Communication Practices ◽  
E Mail

Abstract Introduction Residency programs seek to match the best candidates with their positions. To avoid ethical conflicts in this process, the National Residency Matching Program (NRMP or Match) has rules regarding appropriate conduct, including guidelines on contact between candidates and programs. Our study examined communication between obstetrics and gynecology (Ob-Gyn) programs and residency candidates after interviewing and prior to ranking. Methods Ob-Gyn program directors in the United States were sent a self-administered survey via e-mail. Data were collected and analyzed using descriptive methods to examine communication practices of these programs. Results The response rate was 40%. The findings showed that respondents had variable interpretations of the NRMP rules and suggest that programs may be communicating their match intentions especially to favored candidates. Respondents' open text comments highlighted program directors' frustrations with current NRMP rules. Discussion NRMP communication rules are intended to minimize pressure on residency candidates. Our findings suggest they may be leading to unforeseen stresses on program directors and candidates. Conclusions As educational leaders in medicine, we must consider what professional communications are acceptable without increasing the pressure on candidates during the ranking and match process.

Materialism and Credit Card Use by College Students

2000 ◽  
Vol 86 (2) ◽  
pp. 643-652 ◽  
Author(s):  
Mary Beth Pinto ◽  
Diane H. Parente ◽  
Todd S. Palmer
Keyword(s):  
College Students ◽  
Credit Card ◽  
Credit Cards ◽  
The United States ◽  
College Campuses ◽  
Spending Patterns ◽  
Significant Difference ◽  
Students Attitudes ◽  
The Relationship ◽  
Credit Card Use

Much has been written in the popular press on credit card use and spending patterns of American college students. The proliferation of credit cards and their ease of acquisition ensure that students today have more opportunities for making more credit purchases than any other generation of college students. Little is known about the relationship between students' attitudes towards materialism and their use of credit cards. A study was conducted at three college campuses in the northeastern part of the United States where a total of 1,022 students were surveyed. Students' attitudes toward use of credit and their credit card balances were evaluated relative to their scores on Richins and Dawson's Materialism Scale (1992). Our findings suggest no significant difference between those individuals scoring high versus low on the Materialism Scale in terms of the number of credit cards owned and the average balance owed. Individuals high on materialism, however, significantly differed in terms of their uses for credit cards and their general attitude toward their use.

Why Did Credit Card Balances Decline so Much during the COVID-19 Pandemic

FEDS Notes ◽  
2021 ◽  
Vol 2021 (3025) ◽  
Author(s):  
Robert M. Adams ◽  
◽  
Vitaly M. Bord ◽  
Bradley Katcher ◽  
◽  
...  
Keyword(s):  
United States ◽  
Credit Card ◽  
Consumer Credit ◽  
The United States ◽  
History Of

Consumer credit card balances in the United States experienced unprecedented declines during the COVID-19 pandemic. According to the G.19 Consumer Credit statistical release, revolving consumer credit fell more than $120 billion (11 percent) in 2020, the largest decline in both nominal and percentage terms in the history of the series.

A REVIEW ON OVERVIEW OF ETHICAL HACKING

2021 ◽  
Vol 6 (4) ◽  
Author(s):  
Vaishnavi Bhagwat Savant ◽  
Rupali D. Kasar ◽  
Priti B. Savant
Keyword(s):  
Cloud Computing ◽  
Credit Card ◽  
Dark Side ◽  
The Internet ◽  
The People ◽  
The World ◽  
Private Citizens ◽  
E Mail

The explosive growth of the Internet has brought many good things such as E-commercebanking, E-mail, cloud computing, but there is also a dark side such as Hacking, Backdoors, Trapdoors etc. Hacking is the first big problem faced by Governments, companies, and private citizens around the world. Hacking means reading email’s of someone, stealing passwords, stealing credit card numbers etc. An ethical hacker is one who can help the people who are suffered by this hackings. This paper describes about Ethical hackers, it’s types and phases of hacking

scholarly journals High School Students Struggle to Find School-related Information on the Web

2008 ◽  
Vol 3 (4) ◽  
pp. 52
Author(s):  
Cari Merkley
Keyword(s):  
High School ◽  
High School Students ◽  
Information Seeking ◽  
Qualitative Data ◽  
School Students ◽  
Online Questionnaire ◽  
Related Information ◽  
Academic Information ◽  
E Mail ◽  
The Web

A Review of: Shenton, Andrew K. “The Information-Seeking Problems of English High Schoolers Responding to Academic Information Need.” Library Review 57.4 (2008): 276-88. Objective – To investigate the information-seeking behaviour of high school students looking to meet school-related information needs. Design – Online questionnaire. Setting – A comprehensive, publically-funded high school in north-east England. Subjects – Seventy-seven high school students between the ages of 13 and 18 who responded to an online questionnaire that was distributed to the 900-1000 students enrolled at the institution. Methods – An invitation to participate in an online questionnaire was sent to all students at the high school in October, 2006, via e-mail. The total number of invitations sent was not indicated, although it is noted that current enrolment at the school is approximately 900-1000 students across years 9 to 13. In the e-mail, students were provided with a link to a questionnaire posted on the school’s intranet. The questionnaire consisted of six multiple-choice and three open-ended questions. Qualitative data gathered through an open-ended question about problems encountered when seeking information for school was manually coded, and forms the focus of this article. Main Results – Seventy-seven online questionnaires were completed by students between 31 October and 27 November 2006, when analysis of the data began. Of the 77 respondents, only 35 provided data on problems encountered when seeking information for their assignments. Most of the respondents in this group were in years nine, ten and eleven (ages 13-16), with only two in year 12 (16-17) and four in year 13 (17-18). Over half (19/35) of respondents were female. Forty remaining respondents either stated that they experienced no problems in finding the information they needed for school or did not answer the relevant question on the questionnaire. Two participants indicated that they did not have the information they needed to complete their schoolwork because they did not look for it. Over 20 distinct information-seeking problems were identified through inductive analysis of the qualitative data provided by 35 participants. Difficulties encountered in the search for information largely fell into four major categories: problems determining an appropriate search strategy; barriers posed by limited school resources or Internet filtering software; “process frustrations” (280) stemming from the perceived inadequacies of search engines, poorly designed Web sites, and missing or broken Web links; and, “shortcomings in the retrieved information” (281) in terms of relevance and accuracy. In addition, a small number of students either indicated that they had difficulty applying the information they found to the problem that prompted the search, or were concerned about copyright restrictions on how they could use the information. All but two of the problems reported by students related to information-seeking on the Web. The Web was the most popular source of information for students, with 71 out of 77 respondents listing it as one of the sources or the only source they consulted for school. Conclusion – The results suggest a need for information literacy instruction among high school students, with a particular focus on effective use of the Web. The author suggests that some of the students’ frustrations may have been due to an “over-reliance” on Web resources, and could have been avoided if they were educated in the use of additional types of tools (286). This reliance on Web search engines proved problematic when Web filters impeded the students’ academic research. Some of the problems reported by students in 2006 in the search for academic information were similar to those recounted by students in 1999-2000 for the author’s earlier fieldwork in the same geographic area, including concerns about the accuracy or lack of detail of some Web sources, difficulties identifying effective search terms, and barriers posed by Internet filters. Additional research is needed to determine whether students experience the same difficulties when searching for information to meet personal needs and interests as they do when they are searching for information at the behest of a teacher.

scholarly journals Fake News and the Convention on Cybercrime

2021 ◽  
Vol 7 (3) ◽  
pp. 335-358
Author(s):  
Robert Smith ◽  
Mark Perry
Keyword(s):  
Hate Speech ◽  
Service Providers ◽  
The United States ◽  
Clear Definition ◽  
Fake News ◽  
Council Of Europe ◽  
Donald Trump ◽  
Additional Protocol ◽  
Definition Of ◽  
The Web

The COVID-19 pandemic and the recent term of the United States President, Donald Trump, brought the term “fake news” to the attention of the broader community. Some jurisdictions have developed anti-fake news legislation, whilst others have used existing cybercrime legislation. A significant deficiency is the lack of a clear definition of fake news. Just because a person calls something “fake news” does not mean that it is indeed false. Especially during pandemics, the primary aim should be to have misinformation and disinformation removed quickly from the web rather than prosecute offenders. The most widely accepted international anti-cybercrime treaty is the Convention on Cybercrime developed by the Council of Europe, which is silent on fake news, the propagation of which may be a cybercrime. There is an Additional Protocol that deals with hate speech, which the authors consider to be a subset of fake news. Using examples from Southeast Asia, the paper develops a comprehensive definition of what constitutes fake news. It ensures that it covers the various flavours of fake news that have been adopted in various jurisdictions. Hate speech can be considered a subset of fake news and is defined as the publication or distribution of fake news with the intention to incite hatred or violence against ethnic, religious, political, and other groups in society. The paper proposes some offences, including those that should be applied to platform service providers. The recommendations could be easily adapted for inclusion in the Convention on Cybercrime or other regional conventions. Such an approach is desirable as cybercrime, including propagating fake news, is not a respecter of national borders, and has widespread deleterious effects. Keywords: Fake news; hate speech; Convention on Cybercrime; draft legislation

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