SX1009 & SX1509 Rights in the Digital Society Wendy Moncur / Phil Marston Dept. of Computing Science

Rights in the Digital Society Freedom of expression and privacy: civil rights in a digital society Ownership in a digital world Cyber-crime, cyber-terrorism and cyber-bullying Information credibility and authority in a Web2.0 world Details of assessment

The extent of the Digital Society Recording everything, forgetting nothing Where? – Internet – Mobile phones – Cameras – Smart appliances – Buildings – Furniture – Vehicles – clothing –

The extent of the Digital Society “By year end 2012, physical sensors will create 20% of non-video internet traffic.” Gartner Group

Civil rights: Freedom of expression

Civil rights: Freedom of expression

Civil rights: Privacy Who stores our data? Where? Who can access it? What does this data say about us?

Civil rights: Privacy MPs expenses scandal triggered by info on FaceBook

Ownership in a digital world Who ‘owns’ this photo? Who can delete it? What is your impression of these people? Would you employ them?

Ownership in a digital world

Cyber-crime financial scams computer hacking downloading pornographic images from the internet virus attacks stalking by creating websites that promote racial hatred..... and more..... “...the use of any computer network for crime” British Police

Cyber-crime: a big problem 90% of US companies detected computer security breaches in the previous year 74% acknowledged financial losses as a result of the breaches of security 273 organisations quantified their financial losses: the total bill came to $265m. 25% of respondents detected penetration from outside their company 79% detected employee abuse of the internet, for example downloading pornography or pirated software 85% detected computer viruses

Cyber-terrorism “Terrorist groups are increasingly using new information technology and the Internet to formulate plans, raise funds, spread propaganda, and engage in secure communications. Cyberterrorism-–meaning the use of cyber tools to shut down critical national infrastructures (such as energy, transportation, or government operations) for the purpose of coercing or intimidating a government or civilian population– -is clearly an emerging threat.” Dale L. Watson, Executive Assistant Director, Counterterrorism/Counterintelligence Division, FBI

Cyber-bullying What constitutes cyber-bullying?

Information credibility Data is not perfect Whose fault was this accident?

Information credibility Publicly available app. Sense of safety, or greater fear? Is the information correct? Does this app incite illegal vigilante activity? “Sex Offender Tracker App is a new mobile app that provides users with access to the location of registered sex offenders through the lens of augmented reality.”

A Balancing Act Information credibility and authority in a Web2.0 world Freedom of expression Right to Privacy Ownership of online materials Cyber-crime, cyber-terrorism Cyber-bullying

Assessment (1) In the practical, you will be randomly assigned to a group, and to one of the following topics: A.Google StreetView (and similar applications) B.Sensors to monitor elderly people in their homes C.Activist websites – eg- environmental, political. Choose at least one specific example. D.UK use of CCTV E.Wikileaks Iraq War logs

Assessment (2) You will take part in an online debate about your allocated topic. You will either put forward arguments about the advantages or disadvantages of the debate topic, depending on your group.

Assessment (3): What to debate? Arguments should cover relevant aspects of: – Civil rights in a digital society – Ownership in a digital society – Cyber-crime/ cyber-terrorism/ cyber-bullying – Information credibility and authority in a Web 2.0 world

Some rules.... You should only argue your allocated side of the argument, even if you do not really agree with it. You are expected to use grammatically correct English. No text-speak please. Your arguments should be well thought through, and based in the research that you do on your topic. Your arguments should only be about the topic. They should be courteous, even if you disagree strongly with someone else's opinion. You will be marked both on your individual contribution to the debate, and on your support of other students who are taking the same stance as you (ie - positive or negative). Marks will be given for the number and content of your arguments.