1. Chapter 3 Networking

2. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 2 Chapter Overview (1/2) Introduction Email and spam Fighting spam World Wide Web Ethical perspectives on pornography

3. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 3 Chapter Overview (2/2) Censorship Freedom of expression Children and the Web Breaking trust on the Internet Internet addiction

4. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 4 Introduction Networking increases computer’s utility Internet connects millions of computers Powerful computational resource Even more powerful communication medium Network utility grows as number of users squared 10 users  90 sender-receiver combinations 100 users  9900 sender-receiver combinations

5. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 5 Email and Spam How email works The spam epidemic Ethical evaluations of spamming

6. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 6 How Email Works Email: Messages embedded in files transferred between computers Email address: Uniquely identifies cyberspace mailbox Messages broken into packets Routers transfer packets from sender’s mail server to receiver’s mail server

7. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 7 The Spam Epidemic (1/2) Spam: Unsolicited, bulk email Amount of email that is spam has increased 8% in 2001 40% in 2003 More than 50% in 2004 Spam is effective More than 100 times cheaper than “junk mail” Profitable even if only 1 in 100,000 buys product

8. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 8 The Spam Epidemic (2/2) How firms get email addresses Opt-in lists Dictionary attacks Spammers seek anonymity Change email and IP addresses to disguise sending machine Hijack another system as a spam launch pad Spam blockers Attempt to screen out spam Have led to more picture-based spam

9. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 9 Ethical Evaluations of Spamming Kantian evaluation Act utilitarian evaluation Rule utilitarian evaluation Social contract theory evaluation From all these perspectives, it is wrong to send spam

10. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 10 Fighting Spam Mail Abuse Prevention System Ethical evaluations of blacklisting by MAPS Proposed solutions to the Spam epidemic CAN SPAM Act of 2003

11. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 11 Mail Abuse Prevention System MAPS is a not-for-profit organization Contacts marketers who violate MAPS standards for bulk email Puts marketers who violate standards on a Realtime Blackhole List (RBL) Some mail relays refer to RBL list Looks up email host name on RBL list If name on list, the email gets bounced back All email from blacklisted hosts gets bounced, even email from non-spammers

12. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 12 Ethical Evaluations of Publishing Blacklist Social contract theory evaluation Utilitarian evaluation Kantian evaluation

13. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 13 Proposed Solutions to Spam Epidemic Require an explicit opt-in of subscribers Require labeling of email advertising Add a cost to every email that is sent Ban unsolicited email

14. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 14 CAN SPAM Act of 2003 Took effect January 1, 2004 Consumers have right to “opt out” Sexually explicit messages must contain subject line notice Prohibits dictionary attacks and falsifying header information Critics call it “You CAN Spam Act” Spam still legal, as long as regulations followed Opting out can have harmful consequences Federal law weaker than state laws it preempted Spammers can avoid prosecution by locating outside United States

15. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 15 The World Wide Web Attributes of the Web How we use the Web Too much control or too little?

16. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 16 Attributes of the Web It is decentralized Every Web object has a unique address It is based on the Internet

17. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 17 How We Use the Web Shopping Promoting business Learning Exploring our roots Playing games Entering virtual worlds Paying taxes Gambling Blogging Lots more!

18. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 18 Too Much Control or Too Little? Not everyone in world has Internet access Saudi Arabia: centralized control center People’s Republic of China: ISPs sign “self-discipline” agreement Germany: Forbids access to neo-Nazi sites United States: Repeated efforts to limit access of minors to pornography

19. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 19 Ethical Perspectives on Pornography Pornography is immoral Adult pornography is moral Commentary

20. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 20 Pornography Is Immoral Kant Loved person an object of sexual appetite Sexual desire focuses on body, not complete person All sexual gratification outside marriage wrong Utilitarianism Pornography reduces dignity of human life, harming everyone Pornography increases crimes such as rape Pornography reduces sympathy for rape victims Pornography is like pollution that poisons the environment Pornography industry diverts resources from more socially redeeming activities

21. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 21 Adult Pornography Is Moral Utilitarianism Those who produce pornography make money Consumers of pornography derive physical pleasure Pornography is a harmless outlet for exploring sexual fantasies

22. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 22 Commentary Performing utilitarian calculus is difficult How to deal with contradictory “facts” by “experts?” How to quantify harms/benefits, such as harm done to people who find pornography offensive?

23. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 23 Censorship Direct censorship Self-censorship Challenges posed by the Internet Ethical perspectives on censorship

24. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 24 Direct Censorship Government monopolization Prepublication review Licensing and registration

25. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 25 Self-censorship Most common form of censorship Group decides for itself not to publish Reasons Avoid subsequent persecution Maintain good relations with government officials (sources of information) Ratings systems Movies, TVs, CDs, video games Not the Web

26. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 26 Challenges Posed by the Internet Many-to-many communication Dynamic connections Huge numbers of Web sites Extends beyond national borders, laws Can’t determine age of users

27. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 27 Ethical Perspectives on Censorship Kant opposed censorship Enlightenment thinker “Have courage to use your own reason” Mill opposed censorship No one is infallible Any opinion may contain a kernel of truth Truth revealed in class of ideas Ideas resulting from discourse are more influential

28. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 28 Mill’s Principle of Harm “The only ground on which intervention is justified is to prevent harm to others; the individual’s own good is not a sufficient condition.”

29. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 29 Freedom of Expression History Freedom of expression not an absolute right FCC v. Pacifica Foundation et al.

30. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 30 History De Scandalis Magnatum (England, 1275) Court of Star Chamber 18 th century No prior restraints on publication People could be punished for sedition or libel American states adopted bills of rights including freedom of expression Freedom of expression in 1 st amendment to U.S. Constitution

31. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 31 1 st Amendment to U.S. Constitution Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

32. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 32 Freedom of Expression Not an Absolute Right 1 st Amendment covers political and nonpolitical speech Right to freedom of expression must be balanced against the public good Various restrictions on freedom of expression exist

33. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 33 FCC v. Pacifica Foundation et al. George Carlin records “Filthy Words” WBAI in New York airs “Filthy Words” (1973) FCC issues declaratory order to Pacifica Pacifica sues U.S. Supreme Court ruled FCC did not violate 1 st Amendment (5-4 decision) Broadcast media “uniquely pervasive” Broadcasting uniquely accessible to children

34. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 34 Children and the Web Web filters Child Internet Protection Act Ethical evaluations of CIPA

35. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 35 Web Filters Web filter: software that prevents display of certain Web pages May be installed on an individual PC ISP may provide service for customers Methodologies Maintain “black list” of objectionable sites Examine content for objectionable words/phrases

36. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 36 Child Internet Protection Act Libraries receiving federal networking funds must filter pages containing obscenity or child pornography U.S. Supreme Court ruled CIPA did not violate 1 st Amendment guarantees (6-3 decision in June 2003)

37. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 37 Ethical Evaluations of CIPA Kantian evaluation: CIPA is wrong Act utilitarian evaluation: depends on how benefits and harms are weighed Social contract theory: freedom of conscience should be given precedence

38. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 38 Breaking Trust on the Internet Identity theft Chat room predators Ethical evaluations of police “sting” operations False information

39. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 39 Identity Theft Identity theft: when a person uses another person’s electronic identity Leading form: credit card fraud (more about this in Chapter 5) Many victims are experienced computer users comfortable with typing credit card number online

40. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 40 Chat Room Predators Chat room: supports real-time discussions among many people connected to network Instant messaging and chat rooms replacing telephone for many people Some pedophiles meeting children through chat rooms Police countering with “sting” operations

41. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 41 Ethical Evaluations of “Stings” Utilitarian evaluation Kantian evaluation Social contract theory evaluation

42. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 42 False Information Quality of Web-based information varies widely Other media also have information of varying quality The New York Times v. The National Enquirer 60 Minutes v. Conspiracy Theory Google attempts to reward quality Ranking uses “voting” algorithm If many links point to a page, Google search engine ranks that page higher

43. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 43 Internet Addiction Is it real? Factors contributing to addictive behavior Ethical evaluation

44. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 44 Is Internet Addiction Real? Some liken compulsive computer use to pathological gambling Traditional definition of addiction: Compulsive use of harmful substance or drug Knowledge of its long-term harm Kimberly Young created test for Internet addiction Her test is controversial

45. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 45 Contributing Factors Social factors Peer groups Situational factors Stress Lack of social support and intimacy Limited opportunities for productive activity Individual factors Tendency to pursue activities to excess Lack of achievement Fear of failure

46. Copyright © 2006 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Slide 4- 46 Ethical Evaluation Enlightenment view Individuals can and should govern their lives People are responsible for their choices Jeffrey Reiman’s view Addict’s behavior makes sense if addict has no hope for a better future Society bears responsibility for putting people in hopeless situations