Ethics, Law and Cybersecurity

Attached below. Also sample answer are there without citation. APA format.Check the rubric properly

Chapter 9 – Quiz 9

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Instructions:

 

There are four (4) topic areas listed below that are designed to measure your knowledge level specific to learning outcome (LO 9) shown in your course syllabus.  You must respond to #4  topic areas providing appropriate responses in essay form.  In most cases the topic area has several components. Each must be addressed to properly satisfy requirements.

 

State-wide and in most professional industries, there has been a mandate that college students be more proficient in their writing. While this is not a writing class, all writing assignments will be graded for grammar, syntax and typographical correctness to help address this mandate.

 

Pay attention to what you are being asked to do (see Grading Rubric below). For example, to describe does not mean to list, but to tell about or illustrate in more than two or three sentences, providing appropriate arguments for your responses 
using theories discussed in our text
.  
Be sure to address all parts of the topic question as most have multiple parts.
 
A verifiable current event
 (less than 4 years old) relevant to at least one of the topics you respond to is a fundamental component of your quiz as well.  You cannot use information from the text book or any book/article by the author of the text book as a current event.  Make sure that your reference has a date of publication.  For each chapter quiz and final quiz you are required to find and include at least one reference and reference citation to a current event less than 4 years old (a reference with no date (n.d.) is not acceptable) in answer to at least one question.  This requires a reference citation in the text of your answer and a reference at the end of the question to which the reference applies.  You must include some information obtained from the reference in your answer.  The references must be found on the internet and you must include a URL in your reference so that the reference can be verified. 

 

You should type your responses directly under the appropriate question. Be sure to include your name on your quiz. Only the first three (3) questions with answers will be graded.   Include your name in the document filename. Your completed quiz must be uploaded into the appropriate eCollege Dropbox, no later than 11:59pm on the due date.  Do well.

 

1.(a) Describe some concerns involving pornography in cyberspace. (b) Why was the Communications Decency Act (CDA), sections which were designed to protect children from concerns about pornography on the Internet, so controversial? (c) Why was it eventually struck down? (d) Why were both COPA and (portions of) CPPA struck down as being unconstitutional? (e) Should they have been declared unconstitutional? Defend your answer. 
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.

 (comprehension)

 

2.(a) What is sexting, and what challenges does it pose for prosecuting current child pornography laws?  Recall the examination of the sexting incident at Greensburg Salem High School, PA (in Scenario 9-3). (b) Should the teens involved in that case have been subject to felony charges under existing child pornography laws?  Explain.  
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses. 

(knowledge)

 

3. (a) Describe some of the issues underlying the free speech vs. censorship debate in cyberspace. (b) What is meant by “free speech”? (c) Describe the differences between what Catudal calls “censorship by suppression” and what he calls “censorship by deterrence”? (d) Is this distinction useful for understanding some of the complex issues surrounding censorship? 
Defend your answer and please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.
 (comprehension) LO 9.

4.(a) Do we, as a society, have a special obligation to disabled persons to ensure that they have full Internet access? (b) Is the argument that by providing improved access and services for disabled persons, non-disabled users will benefit as well, a reasonable argument? Consider that it can be dangerous to reason along this line; for example, suppose that non-disabled persons did not benefit from software applications designed for the disabled. (c) Would that be a reason for not investing in software for disabled people?
Defend your answer. Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.

(comprehension)

5.Theismeyer described racist/hate Web sites in this chapter. (a) Should Web sites that promote racist speech be allowed to thrive on the Internet? (b) Has the proliferation of these sites increased the incidence of racism on a global scale? Or is the Internet, as some have suggested, a force that can help to reduce racism?
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.
(comprehension)

1. 6. (a) What obligations does the United States have, as a democratic nation concerned with guaranteeing equal opportunities for all its citizens, to ensure that all its citizens have full access to the Internet? (b) Does the United States also have obligations to developing countries to ensure that they have global access to the Internet? If so, (c) What is the extent of those obligations? If not, (d) Why? For example, (e) Should engineers working in the United States and other developed countries design applications to ensure that people living in remote areas with low connectivity and poor bandwidth have reasonable Internet access? If so, (f) Who should pay for the development of these software applications? If not, (g) Why?
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.
(comprehension)

 

Grading Rubric for Quizzes

Grading criterion                                                                                          Unit Points           Total Points

Uploaded to 
correct
 Dropbox                                                                            2                            2

Submitted on time                                                                                            15                          15

 

Document Filename:

Your Last Name,first and middle initial with 
correct 
quiz number                   5                            5

(Example only: Creider_RD_q1)

 

Rationally expressed opinions, experiences (personal or observed)
,                  
8

arguments and premises (where appropriate) to support responses

(did not simply 
restate/summarize
 author/textbook

 

Clearly presented classical ethics theories relative to topic                                8

Included ‘URL’ for appropriate verifiable current event                                 12                          28

(i.e., example of topic being discussed 
WITH EXPLANATION
)

            NOTE: Must be less than 4 years old

 

Grammatically correct and appropriate tone                                10

(professional, non offensive language)

 

Typographically correct                                                               10                     20

 

Included full citations as needed                                                    3

Used correct APA format                                                               7                     10

 

Addressed each item within selected topic area                           20                     20

 

Maximum grade                                                                         100                   100

NOTE: POINTS WILL BE DEDUCTED FROM TOTAL ASSIGNMENT GRADE IF EACH QUESTION YOU SELECTED IS NOT INCLUDED IMMEDIATELY BEFORE EACH ANSWER.

CSCI 415 Ethics, Law and Cybersecurity

Chapter 10 Quiz 10

 

1. (a) Do we, as a society, have a special obligation to disabled persons to ensure that they have full Internet access? (b) Is the argument that by providing improved access and services for disabled persons, non-disabled users will benefit as well, a reasonable argument? Consider that it can be dangerous to reason along this line; for example, suppose that non-disabled persons did not benefit from software applications designed for the disabled. (c) Would that be a reason for not investing in software for disabled people?
Defend your answer. Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.

(comprehension)

Yes, as a society we have a special obligation to disabled persons to ensure that they have full internet access. The Internet is a free and great source of communication, entertainment, and knowledge. Giving internet access to disabled persons will help them forget their weaknesses and learn something new which was impossible before to do. It will help them get connected to the people from the other part of the globe and the world itself. According to the director of the World Wide Web Consortium (W3C), Tim Berners-Lee –“The power of the web is in the universality. Access by everyone regardless of disability is an essential aspect.” W3C has established the Web Accessibility Initiative (WAI) which has mandated that accessibility features for disabled persons are built into the design of all Web interfaces for computer systems.

The feature on the web which supports disability will certainly help disable people to learn something new and it won’t harm a non-disabled person if it is there. Disability is not something that somebody wanted but it just happens to them. Also, we don’t know what might happen to us in the future. So we should always have a positive side for a disabled person because they are not disabled by choice.

2. Theismeyer described racist/hate Web sites in this chapter. (a) Should Web sites that promote racist speech be allowed to thrive on the Internet? (b) Has the proliferation of these sites increased the incidence of racism on a global scale? Or is the Internet, as some have suggested, a force that can help to reduce racism?
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.

(comprehension)

The Internet is like space. It is so vast and nobody has control over it. Though there are so many protocols and providers who are trying to maintain rule and regulation over effectively, it is a tough job. Racism is something people like us created to show their superiority among other human beings based on nationality, color, etc. Racism is never a good thing and it only promotes hate crime and other illegal kinds of stuff. People are living together maintaining peace and order with unity. But racism only divides people, makes them weak and calls more problems. On the internet, we can still find a large number of websites that still promote racism and those websites should be banned and federally charged as soon as possible. Hate crimes are the protagonist to the unification of society and it should be stopped as soon as possible.

We can see to maintain the dignity of the community, developed countries like Germany and France have censored race-related speech rather than censoring pornography. Freedom of speech so much prevails in the United States that people freely speak whatever they want either good speech or racist speech. Like everything has cons and perks, the internet also does. So we should use the internet to promote unity, not promote racism or division.

3. (a) What obligations does the United States have, as a democratic nation concerned with guaranteeing equal opportunities for all its citizens, to ensure that all its citizens have full access to the Internet? (b) Does the United States also have obligations to developing countries to ensure that they have global access to the Internet? If so, (c) What is the extent of those obligations? If not, (d) Why? For example, (e) Should engineers working in the United States and other developed countries design applications to ensure that people living in remote areas with low connectivity and poor bandwidth have reasonable Internet access? If so, (f) Who should pay for the development of these software applications? If not, (g) Why?
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.
(comprehension)

Equality, freedom, and liberty are the three key principles on which the United States was formed. The founding fathers gave everyone equal rights and opportunity when they decided to form a nation and had a constitution written down. Thus, being in a democratic country, everyone should have full access to the internet and everyone has the right to achieve information in the field of information technology.

The US is not obliged to help other nations in the field of the internet like they have full access to the internet or not. But helping is a good thing morally. Since human beings are born equal, developing countries are getting help from other developed nations to make the internet accessible by everyone. The extend of

these obligations are to “do no harm” and to do good to others only in cases where individuals or nations have legal contact in which they are required to come to the aid of others.

Yes, engineers from the United States and other developed nations are designing different types of applications to ensure people living in remote areas with low connectivity have reasonable Internet access by inventing inbuilt satellite enable devices to get access to the Internet like dish channels. Also, non-profit organization and government should provide funding for developing these types of software and hardware because they have to provide such essential means to their people

Theismeyer described racist/hate Web sites in this chapter. (a) Should Web sites that promote racist speech be allowed to thrive on the Internet? (b) Has the proliferation of these sites increased the incidence of racism on a global scale? Or is the Internet, as some have suggested, a force that can help to reduce racism? 
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.

 (comprehension).

“The Internet has engaged the double prerequisites of clients of any medium: the desire to discover to some degree competent or trustworthy data, and at the same time to get it in an effectively edible form,” Thiesmeyer warns. The Web can be used to bolster a group’s message and even to incite savagery on a local or global scale through globally visible or coded messages. The type of music available on the virtual territories of Web pages is not available in physical stores. Indeed, the growing number of websites promoting hate speech on the Internet is a source of concern for some countries, and hence Hotlines. The Internet’s uncensored concept allows those with supremacist and xenophobic viewpoints to broadcast them worldwide.

Examining hate speech-related Internet material is a difficult task. Regardless of how threatening any of the content is, it is frequently not illegal under criminal law. Each response to a hotline will be thoroughly investigated before being ruled against the country’s enactment in which the substance is facilitated. Though free speech is guaranteed, articulations that include feelings of remorse are not. Those unprotected areas that don’t come under free speech have been summoned to prosecute criminals by those who hate tragic casualties and racists’ enemies. The point in which a message influences criminal conduct is one such unprotected area. First, the Internet and Web pages have been modified to function as “pull” innovations, which means that users must type in terms associated with data not sent to the Web client unless specifically requested.

The advertisers drive their products/data via snappy pennants and spring up promotions to handle this force instrument between online advertisers and Web surfers. They send out supremacist messages to surfers who are unaware of what is going on. In this respect, the Web differs significantly from other forms of media and communication advances. Second, there are a few challenges that loathe online must conquer to survive. Type “loathe” into the search window, and it will appear as both Hate Watch and “Abhor Directory.” Third, despise sites on the Internet, making their messages plain. Racists are using the Internet to promote and select for their causes, connect quickly, secretly, and economically, reach out to new audiences, especially the young, fundraise for their activities, and debilitate and intimidate their opponents (Gould, 2019). Different explanatory modes are encouraged by the Web’s novel developments, distinguishing it from previous forms of communication. As an uncontrolled tool, the Web promotes the overall scattering of both ‘noteworthy’ and ‘non-significant’ detest messages. Important detest messages are not legally restricted by any global oversight measures, considering their power and ability to energize strenuous activities; the intensity of restricting such messages is national if they contradict national laws and practices.

In this way, Lynn Thiesmeyer raises a red flag: The Internet has tapped into the dual desires in clients of every medium: the need to find reasonably informed or relevant data while also receiving it in an easily digestible format. Bigot humor on the Internet tends to be innocuous since it appears to extend a feeling of supremacist groups being used in spreading hatred. Funny cartoons on abhorrent Web pages convincingly show mistaken racist judgments (Bechlor, 2018).

(a) What obligations does the United States have, as a democratic nation concerned with guaranteeing equal opportunities for all its citizens, to ensure that all its citizens have full access to the Internet? (b) Does the United States also have obligations to developing countries to ensure that they have global access to the Internet? If so, (c) What is the extent of those obligations? If not, (d) Why? For example, (e) Should engineers working in the United States and other developed countries design applications to ensure that people living in remote areas with low connectivity and poor bandwidth have reasonable Internet access? If so, (f) Who should pay for the development of these software applications?  If not, (g) Why? 
Please elaborate (beyond a yes or no answer) and provide your “theoretical” rationale in support of your responses.
 (comprehension).

The United States State Department has set aside a significant amount of money to encourage internet opportunity, which is power circumvention. Furthermore, the United Nations Human Rights Council just passed targets declaring internet access to be a critical human right earlier this month. At first glance, this tactic seems to be a successful one. For a vote-based scheme, the Internet is an automatic haven. It offers a more popular opportunity for articulation for subjects worldwide and opens doors for a common culture, education, and political support. The US government, NGOs, and other prominent government advocates have spent a considerable amount of time and money enhancing internet connectivity, countering apparent online regulation, and developing circumvention techniques (“IEEE Access,” 2018).

According to the United Nations Human Rights Council, which passed a non-restrictive target in June, nations that intentionally block or disrupt their citizens’ access to the Internet would be sanctioned. Connection to the Internet is guaranteed for people living and working in North America, Europe, and other moderately affluent parts of the world. However, in developing countries around the world, such as parts of Africa, Asia, and Latin America, there is frequently insufficient infrastructure in place to allow people in these areas to access the Internet.

Furthermore, even though connections are accessible, many people in those areas cannot afford the expense of either the necessary gadgets or record access. The Internet is used by more than 3.1 billion people on the planet. Extending the base to rural areas is a significant step in advancing and growing internet connectivity in Latin America. Although market forces will reduce costs and advance the advancement of the innovative framework (“LISR: Your source for innovative methods and theoretical frameworks in LIS research,” 2020), there will always be people for whom these advancements do not go far enough and who will, in general, be left out of the “Data Society” that the Internet is forming. Regardless of how robust a country’s electronic infrastructure is, if a significant portion of the population does not use it, the country will lose out on a significant portion of the Internet’s unmistakable effects. Generally, these Internet providers aim to offer people who have never used the Internet a basic understanding of the highlights and benefits of Internet access so that it becomes an “absolute necessity have” in their lives rather than a “fun to have.” (Odumuyiwa, 2018).

References

Oyewole, P. (2018). International Marketing of Services and Developing Countries. Services Marketing Quarterly, 39(2), 79-91. 

IEEE Access. (2018), 1(1), 36-36. 

LISR: Your source for innovative methods and theoretical frameworks in LIS research. (2020), 42(1), 101005. 

Bechlor, T. (2018). Neo-Nazis are benefiting from a dramatic rise in racist websites to spread hate and incite violence.

Gould, R. (2019). Is the ‘hate’ in hate speech the ‘hate’ in hate crime? Waldron and Dworkin on political legitimacy. Jurisprudence, 10(2), 171-187.

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