Lab & Discussion Exercises

Think about the various ways that you have seen hackers portrayed in popular media over the last few years. Are they heroic characters or dangerous criminals? Do the representations conform to any of the realities of the hacker subculture, or do they simply further stereotypes about hackers as a whole?
If hacking is a skill or ability, does it share any similarities to other real-world activities that can be applied in malicious or ethical ways?
What were the weaknesses of using “traditional” legislation to prosecute hackers? How did newer legislation address those problems?
Should we define youth who make harassing or disparaging comments about their teachers in on-line spaces as engaging in cyberbullying, or is it harassment? Simply put, why should we define an act differently on the basis of the ages of the victim and offender?
How do we communicate what is acceptable on-line behavior to youth in a way that is accepted and clear? Furthermore, how do we limit the effects of “peer pressure” on technology use and acceptance, where friends post sensitive information about themselves or personal pictures that could be abused by others?
Should schools be able to punish students for on-line activities that take place outside of the campus and after or before school hours if it directly affects the behavior of other students? Why?
What real-world events, whether political, military, or social, could trigger a cyberattack? For instance, why were there not more virtual sit-ins or DDoS attacks in response to the PRISM Program?
The threat of nuclear war and the proliferation of WMD is deterred in part by the idea of mutually assured destruction, not only for the two nations involved in a conflict, but for the larger world. Given that nearly every nation has economic and critical infrastructure dependent on technology, if a nation-state were to engage in cyberwar against a rival, it would demand a physical or cyber response. With that in mind, how can nation-states deter the use of cyberattacks against one another? How do we respond to attacks committed by hackers or nation-states who are not influenced by traditional deterrence methods?

If hacking is a skill or ability, does it share any similarities to other real-world activities that can be applied in malicious or ethical ways?

What were the weaknesses of using “traditional” legislation to prosecute hackers? How did newer legislation address those problems?

Should we define youth who make harassing or disparaging comments about their teachers in on-line spaces as engaging in cyberbullying, or is it harassment? Simply put, why should we define an act differently on the basis of the ages of the victim and offender?

Should schools be able to punish students for on-line activities that take place outside of the campus and after or before school hours if it directly affects the behavior of other students? Why?

What real-world events, whether political, military, or social, could trigger a cyberattack? For instance, why were there not more virtual sit-ins or DDoS attacks in response to the PRISM Program?