Assignment task 1:
Logue: While I believe it is extremely important to call Shannon out for her disrespectful behavior, I also believe that it is just as important to remain calm and gracious towards her. We should start by analyzing the issues at hand and not by evaluating it. "Never use evaluation first as a critical thinking skill when reading someone's argument, because "this response is called a rush to judgment" (Chap.7, Pg. 58). I believe it is very beneficial if we act rationally and not off of heightened emotions, especially in the classroom. If Dr. Miles were to argue back, this could just cause Shannon to act out more and no solution would come out of it. If I were Dr. Miles, I believe I would ask Shannon to step outside for a quick moment so we could have a conversation about her behavior. I would ask her if there was anything she wanted to share or anything I could do to help her better manage her time. Shannon's behavior was extremely uncalled for; however, we do not know what she might have experienced or was currently dealing with in her personal life that provoked that behavior. Before asking her to step outside for a quick one on one meeting, I would analyze the issue at hand; Shannon is disrupting class after being told multiple times to stop talking. Next, I would look at her previous behavior and see if this is something of a regular occurrence for her. Assuming it is not, I would use this information to come up with a solution for Shannon disrupting class. I would also like to calmly and respectively remind Shannon that just as she has stated she paid for this class, so have the other peers and she is being disrespectful to them by disrupting their education. I would lastly come up with a solution with her so that this problem does not reoccur. I would tell her after we speak to go home and take the day to collect herself and come back for the next class ready to learn. I would tell Shannon to write down anything she may want to speak with me about or anything she is having trouble with that I can do to help make things easier for her. If she still did not leave after this, I would contact the campus police and have them come escort Shannon out. Hopefully that won't have to happen, but if it went that far I would probably have to have her removed permanently from this class. After this is done and class it over, I would send out an email and remind the class that it is important to respect other classmates who are around us and that we are all here for the same purpose, to get an education. I would ask the class to reread the syllabus where I have listed out my expectations for the class. If I were a student leader, I would handle this by having a conversation with Shannon and asking if there was anything I could do to help her from having this issue again in class. I would remind her it is important to respect others, and especially our teachers. I would ask Shannon if there was anything she needed help with to better help her manage her time and set up a time with her to listen to her so she could have a planned time to talk about things that is not during class.
Jordy: Dr. Miles, as a critical thinker, must stay calm and not let her frustration towards Shannon influence how she handles the situation. She must be sure her response is fair and focused on maintaining a respectful learning environment. Critical thinkers must be aware that their feelings can sometimes affect their judgment (Reichenbach). I would ask Shannon to meet me out of the classroom to discuss the situation privately. Continuing going back and forth with the student in front of the class wouldn't be the best. Once we were in private, I would let Shannon know that I understood her coming into the class late, but her coming in and talking during the lesson is disrupting the class. I would tell Shannon that she can come back into the class, but she cannot disrupt the class. If she continued, she would have to leave and if she refuses to leave, I will have to involve the administration in the situation.
If I were one of Shannon friends she was talking to, I would try and tell Shannon that we can talk about after class. If I were one of the other students, I would try to focus on the lesson and avoid getting involved in the argument. I would avoid trying to talk to Shannon, seeing that she is already argumentative with the professor, me jumping in will only cause more havoc. The only person I would talk to would be Dr. Miles. After class was over, I would try to see if she is ok and let her know how I felt about the situation.
Works Citied
Reichenbach, Bruce R. Introduction to Critical Thinking. McGraw-Hill, 2001.
Professor: Thanks for that post!
Thank you for bringing up empathy and that the student needs to feel that the professor cares about them.
Do you think people commonly try to manipulate that aspect of the situation? If you really cared about me, you would just go with what I want? Is it hard to get people to understand that if I care about people, sometimes we have to be hard on them?
Assignment task 2:
Spencer: When looking into hacking, a lot of different things are very important for getting and analyzing information. It is very important for investigators to have a deep knowledge of computer systems, networks, and other digital technologies in order to find, secure, and properly examine digital evidence. Also, working together across agencies is very important because hacking often happens in multiple jurisdictions. This means that local, state, and federal agencies, as well as foreign groups like INTERPOL, need to work together. It's also important for agents to have a deep knowledge of the laws that rule search and seizure. They have to find their way through complicated laws to make sure that evidence is gathered legally and can be used in court. The Fourth Amendment of the U.S. Constitution is the main source of rules about search and seizure in cybercrime. This amendment defends people from searches and seizures that are not lawful. Usually, police need a request based on strong evidence in order to search digital devices or take computer evidence. In this step, you have to show the judge that you have a good reason to think that the device contains proof of a crime. In some emergency situations, police can go around the need for a search if there is a real risk of destroying evidence. The order must also make it clear what the search can and cannot include. If agents go beyond these limits, they could risk the evidence not being allowed in court.
A number of federal laws have big effects on electronic monitoring and gathering digital proof. The Electronic Communications Privacy Act (ECPA) controls how the government can read electronic communications and sets rules for how to get orders for spying on computers. The Stored conversations Act (SCA), which is part of the ECPA, protects electronic conversations that have been saved and spells out when and how police can access that data. In the name of national security, the USA PATRIOT Act also gave the government more spying powers, including the ability to read more electronic messages. While digital evidence is being used in crime cases, it is important to keep a clear chain of custody to show that the evidence has not been interfered with. This means writing down the names of everyone who touched the evidence and how it was kept. Expert witnesses are often asked to explain to the court the technical parts of the evidence so that the jury can understand how it applies to their case and how reliable it is. Digital proof must also meet certain standards in order to be used in court. These standards include being relevant, reliable, and real. A number of important Supreme Court decisions have changed the laws that apply to hacking. Due to the large amount of personal information stored on cell phones, the Supreme Court ruled in Riley v. California (2014) that police must get an order before searching one. The Supreme Court said in Carpenter v. United States (2018) that looking at old cell phone location data is the same as searching, which means you need an order based on probable cause. In United States v. Jones (2012), another important case, it was decided that attaching a GPS device to a car to watch its movements is the same as searching it. This case makes the need for warrants in digital monitoring even stronger. All of these cases show how privacy rights are changing in the digital age and how important it is to have clear laws to follow when investigating hacking.
References:
Katharina.kiener-Manu. (n.d.). Cybercrime Module 5 Key Issues: Obstacles to Cybercrime Investigations.
RecordedFuture. (n.d.). What is a Cyber Crime Investigation?
Malcolm: Intelligence and investigation issues are critical factors in cybercrime investigations, especially when it comes to search and seizure. Law enforcement agencies must understand how to handle digital evidence and the laws related to search and seizure in cyber space. The Fourth Amendment mandates that unreasonable searches and seizures not be made. However, the application of the Fourth Amendment to digital cases is a dynamic concept. For example, warrants need to be obtained to access electronic devices, emails and other information in online space. The warrants must be based on probable cause. The US Supreme Court's rulings in cases such as Riley v California (2014) require the search of cell phones to require a warrant, highlighting how people expect privacy regarding their digital information.
The Electronic Communications Privacy Act (ECPA) and the USA PATRIOT Act set out the conditions under which electronic surveillance can or cannot take place, as well as the conditions under which law enforcement can or cannot access digital communications. Digital evidence - including emails, social media activity and other online transactions is introduced into court pursuant to 'chain of custody' requirements and expert testimony that establishes the evidence as sufficiently authentic and reliable, and therefore admissible.
References:
Taylor, R. W., Fritsch, E. J., Saylor, M. R., & Tafoya, W. L. (2018). Cyber Crime and Cyber Terrorism (4th ed.). Pearson Education (US).
Assignment task 3:
Spencer: A state of emergency and a disaster statement are important terms in emergency management. They mean that special plans and resources are being used to deal with major threats or events. Officials at the state or local level usually declare a state of emergency when something is about to happen that is immediately dangerous to people's safety, health, or welfare and needs immediate action to protect lives and property. This statement lets people and resources be gathered, emergency plans be put into action, and it's possible that more money will be given to help deal with the problem. A disaster statement, on the other hand, is usually made at both the state and federal levels after a big event, like a natural disaster, an attack by terrorists, or some other terrible thing that happens and local and state resources can't handle it. This declaration lets the areas that were harmed get help from the federal government, such as money, expert support, and other resources they need to heal and rebuild.
When there is an emergency, different neighborhood, state, and government agencies all work together in different ways. First responders, like police, fire departments, and emergency medical services, are usually local community groups. They handle the instant effects of a disaster. They work closely with local government officials to figure out what's going on, plan evacuations, and make sure people who are harmed get the services they need. Local governments get help from state agencies like the state disaster management agency, which coordinates resources, makes communication easier, and calls on state-level resources and people. It is also very important that they plan and carry out crisis reaction and recovery efforts across the whole state. When there are big events, the federal government sends out organizations like the Federal Emergency Management Agency (FEMA) to help state and local governments with extra help and resources. FEMA is in charge of coordinating disaster relief, managing government funds, and setting up recovery programs to help towns get back on their feet after a tragedy. Communities, states, and the federal government must work together to respond to emergencies effectively, making sure that resources are used wisely, and people's needs are met quickly.
References
Emergency Support Functions: Why are They Important? | NOAA's Office of Response & Restoration Blog. (n.d.).
Avigliano. (n.d.). State of Emergency | Frequently Asked Questions | NJOEM.