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Internet

In: Computers and Technology

Submitted By genecooks
Words 4102
Pages 17
N Gene A Cooks

EDCI 573

Instructional Lesson Plans On Digital Citizenship

Content: Digital Citizenship
Grade level: 9-12

Introduction:

The lesson plans that I have created here will be designed to educate students about digital citizenship. The lesson will help students learn how to
Interact with others online in an ethical manner. These lessons are established for high school students. The main idea in these seven lessons is to bring awareness to the seven of nine elements to digital citizen. The seven elements that will be taught are: Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness Digital Security. The lessons are meant to examine and discuss the ethical approach to all these elements. Each activity, game, reading, quiz and video will help students make better choices while engaged in the world of digital citizenship. It is very important that students in the 21st century and beyond be taught these concepts, so they are protected and make appropriate decisions online. There are thirty-five students in my class with the addition of one English Learner; one special needs student and two GATE students. The duration of each lesson will be approximately forty-five minutes. The student diversity in my class will be accommodated through cooperative learning activities, peer coaching, and feedback and checking for understanding. The formative assessments in my class will be implemented in my instruction through practice quizzes, exit tickets and checking for understanding. There will be a summative assessment at the end of the lessons.
Teacher: Mr. Cooks
Theme/unit: digital citizenship
Grade level: 9-12
Time frame: 2 weeks

ISTE NETS standards:
4. Promote and Model Digital Citizenship and Responsibility
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

Common Core Standards:

1. CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

2. CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

3. CCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

4. CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

5. CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

6. CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

7. CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Materials:
White board
Paper
Overhead projector
Textbook
Pencils
PowerPoint
Computer/internet

Rubric for quizzes

Students will receive 5 points for each quiz

5 points) All answers are answered correctly and or have thorough explanation of the question asked.

4 points) Most of the questions are answered correctly with a good explanation of the question asked.

3 points) Some of the questions are answered correctly and have a brief explanation of the question asked.

2 points) If the student answered 1 of the answers correctly and gave a very minimal explanation of the question asked.

1 point) The student answered the questions with no thought at all and poorly completed the quiz questions.

For my special needs students the font size will be bigger on all the quizzes as well as the summative assessment. I will read all questions slowly and re-read if I need to clarify any questions. The grading system will be slightly different. I will not take off any points for misspellings or simple grammatical errors. The thoughts and ideas of the special needs students will only require a brief explanation of each term. For my GATE students, I expect them to answers all the questions very thoroughly with hardly any grammatical errors. They must write explanations of terms with expanded vocabulary and very detailed ideas.

All activities:

3 truths one lie game -to see how easy it is to lie or exaggerate when not face-to-face
Draw from bowel exercise
Show videos (Online Child Safety - The Truth Behind the Screen) on digital technologies-social networking, cyber bullying
Read literature-Digital Citizenship In schools by Mike Ribble- popcorn read
PowerPoint presentations- use prezi
Practice quizzes
Read scenarios and decide which is better
Move to one side of the room to determine which online scenario is bad
Interview each other skills-discuss 1. Define your work ethic. 2. What do you think of the president 3. Drugs? Do you use? Alcohol? Do you have issues with it? 4. Do you like your parents? Why or why not? 5. What are your hobbies 6. What do you do in your spare time 7. If you can offer one thing to a person, what would it be? 8. Tell me a favorite story you like that had a good moral

Rate commercials on Internet safety-discuss (score from 1-5) 1. Everybody knows your name 2. Internet safety PSA- instant messaging 3. Bulletin board-online safety 4. Think before you post 5. Do you really know who you are talking to commercial 6. Think you know? Internet safety video 7. Save the children commercial 8. Girl talk vs. cyber predators 9. Don’t get bullied 10. Megan’s story

Lesson 1 Digital Commerce

Objective:

Students are to learn about the issues regarding buying and items online. they will also learn about the dangers of misleading and fake websites.

Anticipatory set:

a. I’ll read Asia’s story…Asia was a superstar athlete in school. She received excellent grades and was the captain of her basketball team. She was an honest girl, besides the normal things teenagers get into she managed to stay out of trouble. One day she was looking on the Internet. She came across a website that said you can make a lot of money selling some form of insurance. So, without evening thinking Asia signed up for it. But she had to submit credit card information. She was misinformed and thought she would not have pay for anything. What you didn’t know is that Asia took her dad’s credit card not thinking he would find out. A couple days later he was checking his bank statement and came across a credit purchase of 100 dollars. He questioned her and she finally admitted to it and her dad educated her on the awareness of digital commerce; after he grounded her for a week and made her pay him back.

b. Ask students have anyone in here ever purchases something online?
c. If they did, ask them if they felt secure about it? Start up discussion on buying and selling online.
d. Tell students that we are going to discuss digital citizenship within the next 7 days.

e. Give students pre assessment/ pre test on digital citizenship

Guided practice

The PowerPoint presentation will consist of examples of inappropriate commerce over the Internet and how to make safe purchases online.

4 examples of inappropriate commerce online:

a. Purchasing items online without protecting your identity. b. Being carless with purchases, running up credit online. c. Conducting fraud and other types of cheating schemes online d. Purchasing and selling items that are stolen

3 things to consider when buying something online

a. Ensure that you know the identity, location and contact details of the online retailer b. Find out more about a company's reputation. c. Find out about billing, guarantees and delivery before you buy.

Materials:
PowerPoint
Paper
Pencils
Overhead projector/Elmo
White board

Activity:
Students will look up three websites to critique and use simple questions to ask themselves about the website.

1. Students will go to the computer lab
2. Students will look up three websites that they are or are not familiar with
3. I will give students a set of questions to ask
4. The students will examine the websites and answer the questions. The questions will be as follows: 1. Is the website trying to sell something? 2. Does the website have a .gov, .edu or .com at the end of the URL? 3. Is the website reputable and has had a long standing with people? 4. Is the website valid and reliable? Does it have a list of references? 5. Does the website have a reputable seal of trust on it?

Closure:

Exit ticket:

Questions:

1. What is one example of inappropriate commerce online?
2. What is one thing to consider when buying something online?
3. Briefly discuss importance of Asia’s story.

Lesson 2
Digital Communication

Objective:
Students will learn how to make appropriate choices when communicating online…

Anticipatory set:

a. I will ask students a set of questions and tell them to be honest. The questions are as follows:

1. Has anybody ever seen students use text or talk on their cell phones while in class?

2. Have you ever seen students use their cell phones and other electronic devices to cheat in or outside of class?

3. Have anyone ever witnessed students use email and IM to plagiarize?

b. I will ask students what they think about inappropriate use of digital devices.

c. Ask students do they think that is fair and why do they think students engage in these inappropriate activities?

Materials:
Paper
Pencils
White board
Markers

Guided practice

I will write on the board, “ Digital Communication Tools” and write one or two digital communication tools that people use.

a. I will right down instant messaging and video conferencing on the board under the title, “ Digital Communication Tools.”

b. Next I will call on students to tell me more digital communication tools.

c. As the students tell me more I will write them on the board underneath the title, “ Digital Communication Tools”

d. I will ask students to discuss each tool and how they work.

e. Lastly I will tell all my students to be quiet and pull out my cell phone and scroll through my emails, pictures, calendar etc. for about three to five minutes.

f. After about 5 minuets, I will ask students how they felt while I was using my cell phone while they just sat there.

Activity:

Have students be distracted and on cell phones or any digital devices they while someone is trying to teach and then quiz them on what was just said

a. Have students pull out digital devices and begin to use them

b. Pick a student from class to teach a 10-minute lesson

c. After the lesson is over have students put away all their books and digital devices

d. Have the student that taught the 10-minute lesson, quiz the other students on what was just taught.

e. Ask student who taught the lesson explain how difficult it was to teach the class while they were using their digital devices

f. Discuss with entire class difficult it was to be quizzed on something that they were unable to put all their focus on.

Closure:

Exit ticket a. Students will be given a colored paper the last 20 minuets of class b. The students will be given a list of questions that will appear on the overhead. c. I will read each question to the students to clarify

Questions:

1. What is the term, “Digital Tool” mean? Explain
2. Name three inappropriate ways that digital devices are misused
3. Briefly describe a time when either you or someone you know exhibited poor digital communication.

d. When the bell rings each students will hand me their quiz as an exit ticket

Lesson 3

Digital Literacy

Objective:

Learn about the process of teaching and using technology…

Anticipatory set:

Give students examples of poor digital literacy:
a.

1. Students do not know where to research information online
2. Students use bad sources from the Internet
3. Students do not distinguish between primary or secondary sources.
4. Students do not know how to navigate the Internet or the digital world as a whole.

b. Ask students what they think of those examples

Materials:
Paper
Pencil
Overhead projector
Computer/Internet

Guided practice
I will read the definition of digital literacy and give students a brief explanation
a. I will tell the students the definition of digital literacy is the process of teaching and learning about technology and the use of technology
b. I will ask them what they think that involves
c. I will briefly describe to the students that digital literacy is being able to evaluate information coming from an audio, video or text and validate how useful it is and the accuracy of it.

Activities

Put students into groups of about 5 and have them read different sections of Digital Citizenship In Schools. a. Each group will read a section and discuss it b. Each group will write down 5 important facts or statements c. I will walk around the room and monitor students reading and interaction with each other. d. Once each group is finished they will be called on to tell what they have learned to the whole class.

Closure:

I will ask students why digital literacy is important and discuss answers.

Lesson 4
Digital Etiquette

Students will learn how to conduct themselves online in an ethical manner.

Anticipatory set:

I will show students picture of people taking to each other with their backs turned and discuss what they think is going on.

Materials:
Paper
Pencils
Overhead projector
Computer/Internet

Guided practice:

a. I will show the students a YouTube video on digital etiquette including the Golden Rule, flaming, effective communication etc.
b. Discuss examples of digital etiquette with students.
c. Stop and clarify any misunderstandings of learning content.
d. I will mention a few more examples of bad etiquette.

8. Using rude and verbally abusive language on social networking site or chat room. 9. Making offensive comments or obscene pictures on social networking sites. 10. Using another person Internet signal without asking for permission.

Activity:

I will have students play a decision game. a. All students will get up and move to the left side of the room b. Next I will read scenarios to students about digital etiquette c. Students will then determine if the scenario is ethical or not d. If they believe that it is not ethical they will stay on the left side of the room. If they believe that it is ethical they will move to the right side. e. After the game is through we will discuss all the inappropriate scenarios

Seven scenarios:

1. Speaking or texting on the cell phone while driving 2. Carrying on loud cell phone conversations in crowded areas or at public performances 3. Texting while carrying on conversations 4. Using technology for bullying or like behaviors 5. Unwillingness to share public technology 6. Using camera phones inappropriately 7. Using communication devises for non-class related issues during class time

Closure:

Students will be given a practice quiz following questions:

Practice quiz:

Questions:

1. What is digital etiquette?

2. What is the “Golden rule?”

3. What does the term Flaming mean?

4. What does writing in all caps mean?

5. What are some ways to communicate clearly?

Lesson 5

Digital Law Digital Rights and Responsibilities

Objective:

Students will learn about the legal issues regarding digital technology use and they will learn what the school policies.

Anticipatory set:

I will put a picture of the law symbol and then show a PowerPoint presentation consisting of the United States Constitution. The PowerPoint presentation will consist of the amendments in the Constitution, the policy on Internet use in school and specific responsibilities when using digital devices.

Guided practice

Students are shown videos of cases where people have been sentenced to prison on felony charges for violating Copyright laws so that they are deterred.

Activity

The students will write down a punishment for violating digital law

a. The student will describe the offense

b. Next the student will right down the punishment

c. Lastly the student will explain why the punishment fits the crime

d. I will pick students to express what punishment they wrote and discuss with entire class.

Materials:
Paper
Pencils
Overhead projector

Closure:

Ask all students what have they learned today? Ask students if you know someone who does not know about digital law, what would you tell them to inform them? Next I would have them right it down and turn in at the end of the period as they leave class.

Lesson 6

Digital Health and Wellness

Anticipatory set:

Objective:

The students will learn about the dangers of using digital technology including use of social networking sites, online chat rooms and any inappropriate content.

Practice quiz:

Anticipatory set:

Guided practice

Read articles on effects of overuse of computers

Activity 1:

I will put students in groups of five and have their group come up with 3 ways digital health and wellness can help them

a. Students will go to Google and research information on digital health and wellness

b. They will thoroughly look through the information they found

c. Each group of students will give three examples of digital health and wellness.

d. We will discuss all students answers

Materials:

Pencils
Markers
Paper
Text
Computer/Internet

iPhone,iPod, iPad

Activity 2

Students will look at ten 60-second commercials and rate them for there effectiveness on the awareness of internet safety.

a. Rate commercials on Internet safety-discuss (score from 1-5) 1. Everybody knows your name 2. Internet safety PSA- instant messaging 3. Bulletin board-online safety 4. Think before you post 5. Do you really know who you are talking to commercial 6. Think you know? Internet safety video 7. Save the children commercial 8. Girl talk vs. cyber predators 9. Don’t get bullied 10. Megan’s story

b. I will discuss with students why they chose which commercial was most effective.

c. Lastly, as a class, we will determine the top three commercials

Activity 3:

Students will be put in groups of two and interview each other to learn about their character.
a. Students will be given a list of questions to ask.
b. The questions are as follows:

1. Define your work ethic. 2. What do you think of the president 3. Drugs? Do you use? Alcohol? Do you have issues with it? 4. Do you like your parents? Why or why not? 5. What are your hobbies 6. What do you do in your spare time 7. If you can offer one thing to a person, what would it be? 8. Tell me a favorite story you like that had a good moral

c. We briefly go over answers and discuss what we learned about each other.

Closure:

Ask students what they have learned. I will ask students, now that they have learned what to look out for when using the Internet what steps would they take to practice Internet safety?

Lesson 7

Digital Security

Objective:

Students will learn how to protect themselves while using the Internet.

Anticipatory set:

PowerPoint on issues on digital security:

a. Students access sites or associate with people online that can potentially bring them physical harm or bring hard to their electronic systems. b. Not careful about protecting personal identity online and privacy online. c. Not using passwords, encryptions or antivirus d. Not backup data

Materials:
Paper
Pencils
Computer/Internet
Overhead projector
Small bowl

Guided practice

Show videos (Online Child Safety - The Truth Behind the Screen) on digital technologies-social networking, cyber bullying

Activity 1

3 truths one lie game -to see how easy it is to lie or exaggerate when not face-to-face

a. Students will write their name on a piece of paper and fold it up and put it in the bowl.

b. I will select names out of the bowl and ask the students names that I select to tell their 3 truths and a lie
c. Next I will have the other students try to determine which one was a lie

d. If the students don’t guess which one I will have the student whose name was picked and tell them the one that was the lie.
e. Next we will discuss how easy it is for someone to make up something about himself or herself especially when you don’t see them face-to-face.

Activity 2:

Have students fill out a digital safety checklist.
| |
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| |
| |
| |
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-Don’t use or post your full name online/ use a nickname. -Don’t post your personal home address. -Do not post your phone number online for people to see. -Only give your email to people you know well. -Only post videos, pictures and instant messages to trusted people or companies. -Avoid downloading any music that someone owns the rights to. -Make sure your privacy settings are set to private.

Closure:

Exit ticket

a. Give students questions on overhead

b. I will thoroughly read each question to the students

c. Questions will be as follows:

1. What are three ways to protect your identity online?

2. Give examples of what can happen if your identity is stolen

c. At the end of class the students will hand me their papers as they exit the classroom.

Summative test:

The summative test will be a written review of what learned about the nine elements of Digital Citizenship.

Students will summarize the nine elements of digital citizenship. They will come to class with a paper and pencil and give a definition and example for each one. This way they can comprehensively explain what they have learned about all of the elements of digital citizenship. This summative assessment will enable them to practice good digital citizenship and teach other as well.

Rubric for the Summative Assessment on Digital Citizenship

a. The students will receive 10 points for each answer for a total of 70 points

Grades

A. B. C. D. F.

|Students must exhibit a |Students must exhibit a good|Students must exhibit an |Students must exhibit a poor|Students must exhibit a very|
|detailed explanation of each|explanation of each element |average explanation of each |to moderate explanation of |poor explanation of each |
|element within Digital |within Digital Citizenship. |element within Digital |each element within Digital |element within Digital |
|Citizenship. They must give |They must give a good |Citizenship. They must give |Citizenship. They must give |Citizenship. They must give |
|a precise definition of each|definition of each term. |a brief definition of each |a less then adequate |very poor/ less then 4 words|
|term. They must have 3 |They must have 2 examples of|term. They must have 1 or |definition of each term. |or a definition of each |
|examples of each digital |each digital element with a |more examples of each |They must have 1 examples of|term. They show no examples |
|element with a thorough |good explanation of each. |digital element with a |each digital element with a |of each digital element with|
|explanation of each. | |moderate explanation of |very minimal explanation of |a very minimal explanation |
| | |each. |each. |of each. |

References:

Digital Citizenship in Schools, Mike Ribble, 2011 retrieved from: http://www.iste.org/standards/nets-for-students/nets-student-standards-2007

Digital Connections in the Classroom, David Marcovitz, pages 172-185 (2012)

http://www.corestandards.org/the-standards

http://www.iste.org/standards…...

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...The Impact of the Internet Have you ever wondered how the internet has evolved, where it’s headed, and how it’s affected the world we live in? The truth is it has transformed drastically over time. It has reformed the way we communicate, how we receive our education, and not to mention how health careers have improved because of it. Initially, the internet has changed how we as societies communicate, interact, live, work and play. The internet is used virtually by everyone who has access to a computer. It has changed how fast information gets from place to place, like emailing and chatting with one another. Once someone emails or sends an IM to an legit email it is received instantly. Social media is a big part of everyone’s life, from young to old. We have also been introduced to web cams. With web cams and the internet we can actually communicate and see the person we’re talking to. People can use Skype or ooVoo to see someone who is 200,000 miles across the world. The internet is now taking the place of mail, magazines, and newspapers. Overall the internet has become essential to almost everyone’s daily life. Furthermore, the Internet has impacted and will continue to impact education and health related fields. The invention of iPods, smartphones, tablets, iPads, and e-readers, has made it easier and convenient for students. Students can now buy books offline, and look up information very quickly, all at their fingertips. School systems are also putting iPads and......

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... TERMS OF REFERENCE The objective of this research is to assess provision of internet connection to customers living in rural Ireland and to a customer living in central Dublin. This research is also aiming to consider safety and confidentiality on the internet, and to examine various potential external threats. An overview on the ISP services available in Ireland, taking into consideration both home and business users, will also be given. SECURITY AND CONFIDENTIALITY ON THE INTERNET Various types of computer threats have been around since the invention of the internet. The following will explain what they are and how they work. According to the website BusinessDictionary.com a computer virus is a ‘small but insidious piece of programming-code that attacks computers and network systems through 'contaminated' (infected) data files, introduced into a system via disks or internet. As a digital equivalent of biological microorganisms, it attaches itself to the target computer’s operating systems or other programs, and automatically replicates itself to spread to other computers or networks’. (1) Computer viruses are a small piece of software that are able attach to disks or other files (viruses can be created for any operating system including DOS and other programs such as Excel) replicating itself without the users consent or knowledge. Some attach to files so when the infected programme is used the virus also executes, whilst others lie dormant in the memory and infect files...

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Internet

...ASSIGNMENT: INTERNET ADOPTION 1. UNIT OF ANALYSIS AND GEOGRAPHICAL SCOPE Said that the unit of analysis is the person or household or company, in this case, we see that in this case the subject being analyzed is Internet. The geographical scope of the analysis is the whole world. 2. MARKET POTENTIAL AND CURRENT MARKET DEMAND If we consider the projections till 2017, the current market demand is around 50% of the total population of the world, that it means that is approximately 3,6 billions of people. In order to calculate the market potential we will consider all those customers that are or not aware or that are unable to use the internet ( illiterate for instance) or that because of infrastractures or incentives have lacks of benefit or people that live in places where internet is not available. Said that, the potential market demand is around 7,1 billions of people. 3. MDI The MDI is : 50,7 It means that companies (internet providers) should stress on benefits deficiencies and price reductions. And I think that it’s quite conform to the information we had from the case. In fact, in the case are highlighted the lack of benefits and infrastructures and the low income of the people that are offline. 4. REASONS WHY PEOPLE DO NOT USE INTERNET The barriers that people find in adopting internet span, mostly, in four categories: * incentives * low incomes and affordability * user capability * infrastructure The first category comprises......

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...4 The Impact of the Internet of Things on Business and Society · Ubiquitous services for connected consumers · Open source and collaborative business models · The optimisation of things: towards a truly sustainable development W ith the Internet of Everything, it will possible for everybody and everything to be connected at all times, receiving and processing information in real time. The result will be new ways of making decisions, backed by the availability of information. The option of being online and traceable at all times has also led to the emergence of a new generation of consumers, who demand new products and services based on ubiquity and interconnection. These shifts in production and consumption patterns are changing the relations between all the agents in the system. There is a whole host of new opportunities to design and offer new products and services and make more efficient use of existing assets, creating a fertile ground for entrepreneurs. The dynamic of change of the technologies involved in the Internet of Everything is particularly interesting. In many fields, successful new solutions will turn their backs on traditional models of evolution, based on standards set out by large corporations or supranational bodies. Instead, they will consist of “cheap hacks” promoted by entrepreneurs who are capable of identifying efficient problem-solving alternatives and distributing them efficiently thanks to permanent and ubiquitous connectivity, enabling......

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...What is internet?? Internet is a concept and can be defined as Universal network which connects billions of computers across the globe which will constantly distribute the information needed by various entities, people, and organizations of the world. The journey of the internet and behind the scenes of when internet is being accessed by any individual can be described according to the video as follows 1.       An URL is typed in the browser. 2.      The information travels to the mail room where packaging of the information and assign the address of the sender, receiver and will be done and sends it to the Local Area Network. 3.      Local router reads address and sends it to the corresponding destination. 4.      The corporate intranet will receive the information and sends the data to the next level 5.      The network interface will pick the data and send to the proxy and packets of different sizes based on the content will be loaded to next level 6.      The proxy will open packet and search for URL and if address is acceptable, the packet will be sent to the internet. 7.      The next level will be firewall will check to make sure the confidential corporate information is not going out and does not allow sensitive information to go in to internet. 8.      The packet which makes it to firewall will enter the internet and World Wide Web. 9.      Another firewall of the web server will check for the same criteria and will try to make the address to enter......

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...The internet is such a wonderful and amazing addition in our lives. So much information is available to us at just the click of a mouse. It is an excellent way to connect people from all over the world in an instant via E-mail, Facebook, Instagram and other social networks. Through these facilities people are able to stay in touch with family and friends who maybe living away overseas or it can be used to help people learn of other cultures and different ethnicities around the world. Another advantage of using the internet is as a research tool. You can have immediate access to a huge range of information with reference to a particular topic. Using a search engine like Google or Ask.com along with specific and unique words or terms will give you a more precise search result. The internet is also used for entertainment. People can download games, music and movies. Some people use the internet to browse the many celebrity websites available, keeping up with the latest fashions and gossip. There is so much that you can do on the internet. You can access your bank accounts, pay your bills, do your shopping all in the comforts of your own home. Despite the numerous advantages of using the internet, there are also some disadvantages to note. When using the internet for banking, social networking or other services, it will often leave our personal information vulnerable to theft. Our name, address, phone number, credit card details can land in the wrong hands of hackers who......

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...and they can’t be settled anymore by the government alone. So there have to be some mechanisms to put various stakeholders on a common platform, establish a dialogue between them and negotiate terms and come to a common decision that caters to the requirements of all the stakeholders such as private companies, internet service providers, civil society, governments, technologists etc. Instead of working in parallel, all the stakeholders can work collaboratively towards creating a platform for dialogue of all the stakeholders, finding out interests and concerns, bringing everybody together towards problem solving, rather than acting retroactively. It is common that governments very often get together with other governments and technical people very often get together with technical people but these separate stakeholders never come together to solve issues and work in a fair way towards decisions that are arrive conjointly. Issues ranging from digital divide to human rights. Issues of accessibility and how to bring the last billion on the internet. Privacy concerns, and concepts such as right to be forgotten. Issues of tackling criminals from taking advantage of the internet. To cater to such problems there should exist a structure of governance that consider moral and ethical issues to be superior to other matters and works harmoniously with all the stakeholders....

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...accomplishing objectives faster, but people rely too heavy on technology and forget how to solve problems using basic everyday skills. The internet has had huge impact on our lives by in terms of businesses and privacy. Businesses continue to be affected by the internet. First, in order for companies to communicate between computer systems they need to hired individuals familiar with computer networking. Computer networking involves troubleshooting networking routers and switches. A business should have individuals familiar with computer programming. Computer programming is the process of writing and testing different algorithms and formal logic. Lastly, business has been affected by the internet is how they sell from business to business and business to consumer. An example of business to business is Oracle Corp. selling their Datatel’s software and services to higher education as well as a consumer buying tickets from Ticketmaster. . Internet privacy for many people continues to be a major concern with the internet. For instance an internet browser collects people profiles of online activities with the purpose of identifying who did what on the browsing and hackers use this to add spyware to the computers of the people. Needless to say one of the biggest controversies regarding the internet is phising which involves internet privacy. Phising is considered to be a criminal activity use in an attempt to illegally acquire sensitive information such as......

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