INTERNET SAFETY PROJECTBy: Rob Lackey, Erica Loose and Jessica Walters

ISSUES AND PROBLEMS1. Cyber bulling: Involves the use of information and

communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others.

2. Copyright: The exclusive legal right, given to an originator or an assignee to print, publish, perform, film, or record literary, artistic, or musical material, and to authorize others to do the same

3. Viruses: A software program capable of reproducing itself and usually capable of causing great harm to files or other programs on the same computer

4. Identity theft: The fraudulent acquisition and use of a person's private identifying information, usually for financial gain.

5. Spam: Send the same message indiscriminately to (large numbers of recipients) on the Internet

CYBER BULLYING

Prevention techniques:

Refuse to pass along cyberbullying messages

Tell friends to stop cyberbullying

Block communication with cyberbullies

Report cyberbullying to a trusted adult

Cyberbullying

•Statistics:Over 80 percent of teens use a cell phone, making it the most popular form of cyber bullying About half of young people have experienced some form of cyber bullyingBoys are more likely to be threatened by cyber bullies than girls.

http://drclaudiocerullo.com/blog/?p=76

COPYRIGHT• Works protected by

copyrights o Literary works

(includes computer software)

o Musical workso Dramatic works

(including accompanying music)

o Pantomimes and choreographic works

o Pictorial, graphic, and sculptural works

o Motion pictureso Sound recordings

• Copyright infringement

o Anyone who exploits any of the exclusive rights of copyright without the copyright owner's permission commits copyright infringement

http://www.copyrightkids.org/

VIRUSES What viruses do o play annoying trickso others have

destructive intent.

Two types of viruses 1. compiled viruses2. interpreted viruses

How do you prevent viruses ?1. Load only software from

original disks or CD's. 2. Execute only programs of

which you are familiar as to their origin.

3. Computer uploads and "system configuration" changes should always be performed by the person who is responsible for the computer.

4. Password protection should be employed.

5. Check all shareware and free programs downloaded from on-line services with a virus checking program.

6. Purchase or download a anti-virus program

http://www.newton.dep.anl.gov/teachers/compvir.htm

IDENTITY THEFT Victim statistics: There were 10 million

victims of identity theft in 2008 in the United States

1 in every 10 U.S. consumers has already been victimized by identity theft.

1.6 million households experienced fraud not related to credit cards

Those households with incomes higher than $70,000 were twice as likely to experience identity theft than those with salaries under $50,000

7% of identity theft victims had their information stolen to commit medical identity theft.

Story On July 10, 2008,

Williamson County Schools in Franklin, TN had an incident where social security numbers and other personal information on 4000 students was published on the internet.

http://www.spendonlife.com/guide/identity-theft-statistics

http://www.safety4yourkids.com/

SPAM 80% of kids had

private email accounts, only two-thirds of parents are aware of that. 

Nearly 1 in 5 respondents had received an unwanted sexual solicitation.  Of those, 97% came from strangers, and 25% were directed at kids.

Michigan has a special program enabled to protect kids from spam

http://www.golb.org/nukegolb/xml-rss2.php?itemid=644&catid=8

LAWS

The Communications Decency Act (CDA): Passed in 1996, the CDA represents Congress’s first attempt to regulate children’s access to sexually explicit material on the Internet. The CDA made it illegal to put “indecent” content on the Internet where kids could find it.

Supreme Court unanimously declared the CDA unconstitutional in 1997 in Reno v. ACLU for “broad suppression of speech addressed to adults”; the term “indecent” was found to be too vague.

The Child Online Protection Act (COPA): In 1998 a narrower version of the CDA required commercial Web sites to verify proof of age before giving users access to sexually explicit material considered obscene for minors.

COPA was immediately challenged by the ACLU and other civil liberty organizations. On May 13, 2002, in ACLU v. Ashcroft, the Supreme Court directed a lower court to reexamine its ruling that COPA was unconstitutional.

On March 7, 2003, the court again found that COPA was unconstitutional. On June 29, 2004 the Supreme Court kept in place the 1999 lower-court ruling against the enforcement of COPA, but ordered the lower court to consider whether recent advancements in filtering technologies could protect children more or less effectively than the criminal sanctions specified in COPA.

The Children’s Internet Protection Act (CIPA): In 2000, Congress enacted CIPA, requiring schools and libraries receiving federal technology funds to install pornography-blocking software on their computers.

The American Library Association filed suit alleging that the library portion of CIPA was unconstitutional on its face. On May 31, 2002, the U.S. District Court for the Eastern District of Pennsylvania agreed. The U.S government appealed that decision, and on June 23, 2003, the Supreme Court overturned the district court’s ruling. (The school portion of CIPA has not yet been challenged, so its constitutionality remains untested.)

The S.1738 - PROTECT Our Children Act of 2008: A bill that establishes a Special Counsel for Child Exploitation Prevention and Interdiction within the Office of the Deputy Attorney General, to improve the Internet Crimes Against Children Task Force, to increase resources for regional computer forensic labs, and to make other improvements to increase the ability law enforcement agencies to investigate and prosecute predators

DIGITAL ACCESS   full electronic participation in society. Technology users need to be aware of and

support electronic access for all to create a foundation for Digital Citizenship. Digital exclusion of any kind does not enhance the growth of users in an electronic society. All people should have fair access to technology no matter who they are.  Places or organizations with limited connectivity need to be addressed as well.  To become productive citizens, we need to be committed to equal digital access.

DIGITAL LAW electronic responsibility for actions and deeds Digital law deals with the ethics of technology within a

society. Unethical use manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws of society. Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime. There are certain rules of society that users need to be aware in a ethical society. These laws apply to anyone who works or plays online. Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical.

DIGITAL SECURITY (SELF-PROTECTION) electronic precautions to guarantee safety. In any society, there are individuals who steal,

deface, or disrupt other people. The same is true for the digital community. It is not enough to trust other members in the community for our own safety. In our own homes, we put locks on our doors and fire alarms in our houses to provide some level of protection. The same must be true for the digital security. We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm.

DIGITAL RIGHTS & RESPONSIBILITIES those freedoms extended to everyone in a

digital world. Just as in the American Constitution where

there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world.  With these rights also come responsibilities as well.  Users must help define how the technology is to be used in an appropriate manner.  In a digital society these two areas must work together for everyone to be productive.

DIGITAL LITERACY   process of teaching and learning about technology and the use of

technology. While schools have made great progress in the area of technology infusion,

much remains to be done. A renewed focus must be made on what technologies must be taught as well as how it should be used. New technologies are finding their way into the work place that are not being used in schools (e.g., videoconferencing, online sharing spaces such as wikis). In addition, workers in many different occupations need immediate information (just-in-time information). This process requires sophisticated searching and processing skills (i.e., information literacy). Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere.  Business, military, and medicine are excellent examples of how technology is being used differently in the 21st century. As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. Digital Citizenship involves educating people in a new way— these individuals need a high degree of information literacy skills.

RULES FOR INTERNET SAFETY FOR CHILDREN

1. Never give out personal information on the Internet

2. Always inform their parents when they come across anything online that makes them or you feel uncomfortable

3. Never, under any circumstances, agree to meet face-to-face with someone

4. Choose a gender-neutral online name in a chat room to avoid harassment

5. Always be reminded that the people they meet online may not be who they say they are

SUGGESTIONS TO HELP SCHOOLS

1. Keep safe, keep away, keep telling http://ikeepsafe.org/iksc_educators/ 2. Visit the site before hand to make sure they

are appropriate 3. Go over expectations for internet safety

before getting on the computer