What kind of behaviors can lead network users suffered from cyber economic scams ?
Cybercrime is a serious problem, and many companies and government agencies
of cyber security are investing money to reduce the risk of cybercrime.
According to
Lynette Lau (2018) reported in Cybercrime “pandemic” may have cost the world
$600 billion last year, global cyberrime caused a loss of $600 billion in 2018, and this
loss was about 0.8% of global GDP.
In today's network era, with the development of
networks and technology, the Internet has played a very common but very important
role in our lives.
These huge developments have created the network economy.
In
the past few years, the network economy has developed rapidly and brought a lot of
convenience to people's lives.
Every coin has two sides, these developments also
provide opportunities for some criminals to commit cybercrimes.
Cybercrime means
that criminals use computer, networked devices or networks to commit crimes.
main impact is the financial and economic aspects.
is a main strategy of cybercriminals.
to suffer from cyber economic scams.
Its
In cyber economic crimes, scam
Network users are the social groups most likely
Therefore, it is necessary for network user to
know how to avoid cyber economic scams.
From my research and analysis of some
reliable resources, I found that network user’s behavior can lead network user suffer
from cyber economic scams.
In this research article, I will research and analyze
which kinds of behavior will lead network users suffer from cyber economic scams.
Blind faith is one of the behaviors which can lead network users suffer from
cyber economic scams.
Among the victims of cyber economic scams, some network
users are deceived because they blindly believe in some false information or
identification, for example the false relationship and false authority.
relationship is a usual tool of criminal on social media.
The false
In social media, criminals
always use the identity of victims’ friends or family members to deceive victims
because the victims will lower their guard and become more approachable.
According to Weapons of Influence Misused: A Social Influence Analysis of Why
People Fall Prey to Internet Scams , Nicole L. Muscanell, Rosanna E. Guadagno,
Shannon Murphy (2014) mentioned that “ individuals are more likely to open the
email simply because it comes from a friend – someone they like and probably trust.”
In this article, the authors are PhD in psychology and social psychology.
So, they
used psychology and social engineering to analyze the victim’s behaviors and
thoughts.
When the victim do not confirm and blindly believes in the criminal's
false identity, the criminal will use some reasons, such as an emergency, to deceive
the money from victim. Then, the criminal can be hidden quickly because the victim
will not realize that he/she has met a cyber economic scam in a short time until the
victim finds and confirms with the person who was replaced by criminal.
In addition to false relationship, blindly faith in false authority is also a behavior
of some network users who suffered from cyber economic scams because some
network users always believe that authority is equal to credibility. Criminals always
act as experts, officials or other authorities to spread false information on websites or
social media to deceive network users because the criminals know that when they
pretend to be authoritative, they can get people’s trust easily. Some network users
may blindly believe in the criminal’s false identity and false information.
Then, they
follow the criminal’s requirement and become a part of victims of cyber economic
scams.
Blindly faith in false authority can provide criminals a good opportunity to
create scam.
As Nicole L. Muscanell, Rosanna E. Guadagno, Shannon Murphy
(2014) discussed that “ In 2012, there was a phishing scam in which emails were sent
to US Department of Defense military members and were seemingly from the
Defense Finance and Accounting Services. These emails asked individuals to send
various VA and IRS documents containing personal information in order to receive
compensation they were eligible for.
It is likely that many of the victims assumed
that because the email came from an official government department and from an
apparently credible email address, they should comply.”
In addition, some criminals
always pretend to be the courts, police, or bank to send people an email and ask them
to pay a fine, otherwise there will have serious consequences. Some network users
do not confirm it and pay the fine immediately because they believe in authority
blindly and fear authority. From these examples and analysis, I found that blind faith
can increase the risk of suffering cyber economic scams.
Paying in advance without confirmation in online trade is also a behavior can lead
network users suffer from cyber economic scams.
From my search and analysis, I
found that this behavior is caused by several reasons. The first reason is the network
users attracted by cheap price without consideration.
The purpose of cyber
economic scams is to obtain money, so, many criminals set up scams in online trade.
The criminals know that some network users are like seeking cheap price in online
trade, and these network users are easily be attracted by cheap price, so the criminals
use this behavior to deceive money from these network users.
In this kind of cyber
economic scams, the criminal will first provides a very cheap price as a bait to let the
victim be willing to trade. When the victim is attracted by the cheap price, the
victim will not focus on trade or trading method, and also will not confirm the seller’s
credit. After the victim attracted by cheap price and agree to trade, the criminal will
look for opportunities to deceive the victim because the victim will not consider the
trade deeply, for example the most common way for criminal is to ask the victim to
pay in advance, so that the criminal can get money directly. Then, when the criminal
get money from victim, the criminal will immediately hide, and victim can not get
anything form criminal.
According to Online frauds: Learning from victims why
they fall for these scams, Mark Button, Carol McNaughton Nicholls, Jane
Kerr, Rachael Owen (2014) provided an example of cheap price and advance fee.
They introduced that a criminal pretended to be a mobile phone “seller” and told the
buyer that the buyer can only pay just £50.00 to get a mobile phone worth £125.00.
But the buyer need to pay £50.00 advance. After the buyer attracted by the cheap
price, the buyer paid £50.00 in advance and didi not confirm the credit and identity of
“seller”.
However, the buyer did not receive anything from the “seller”.
It is clear
that the buyer in this example lost £50 because the buyer attracted by cheap price
without consideration and paid in advance without confirmation.
Dream to get wealth quickly is another reason which can lead network users pay
in advance without confirmation because some criminals will claim that they have
some ways to get rich quickly to attract and deceive some network users who dream
to get wealth quickly.
When some network users attracted by criminals, criminals
will ask them to pay some money in advance as investments.
If these network user
trust the criminals without considering the reliability of investment and pay money in
advance, the criminals’ plans are success.
In the report Instagram turns into
Instascam, Lan Murphy mentioned that from October 2018 to February 2019,
criminals made 356 scams on Instagram.
£3,167,464.
The victims of these scams lost a total of
In these scams, criminals claimed that they have some small,
high-return investments, and investors can get high-return in a short time.
Criminals
used this way to attract some net worker users who dream to get wealth quickly and
enticed them take part in these investments.
After these network workers attracted
by the “high-return investments” and decided to invest money, criminals used bank
transfers to get money from these network users because banks need a long time to
identify scams.
In Low Self-Control, Information Disclosure, and the Risk of Online
Fraud, Gustavo S. Mesch , Matias Dodel (2018) mentioned that “ There are many
different types of online fraud, although almost all involve so-called advance fee
schemes entailing unsolicited invitations, which offer some benefit or reward that will
be provided in return for assistance.
Sometimes, the promised reward is
considerable, with invitations claiming that millions of dollars will be provided in
return for a small advance payment of a few hundred dollars.”
In addition to cheap price and high-return investment, some small gifts can also
be the baits of criminals because some network user are willing to get free things
without payment. So, the criminals can provide these network users with some
small gifts to make friends with these network users and gain their trust.
When the
criminals find that these network users already trusted them, they will ask these
network users to trade with them or take part in a “high-return” investment.
Then,
these network user who received gifts from criminals and trust criminals may agree to
trade or invest money because it is difficult for them to reject the people who
provided them with benefits.
If these network user agree to trade or invest, the
criminals will ask them to pay in advance.
For these network users, this request is
also difficult to reject, so they may just follow every steps of criminals and become a
part of cyber economic scams’ victims.
According to Guest post: 6 golden rules of a
scammer, the psychology researcher of scams Martina Dove (2018) discussed that
some criminals will send the victim some small gifts to get close to the victims.
Then, when the criminals start to deceive victims and ask victims to do something, it
is very difficult for the victims to reject the criminal's request because they have
benefited from the criminals.
From these kinds of cyber economic scam, many
victims have learned that there is no such thing as a free lunch.
In conclusion, cyber economic scams can bring a lot of losses and troubles to
network users and even global society.
Blind faith, Paying in advance without
confirmation in online trade are both two behaviors which can provide good
opportunities for criminals and lead network users suffer from cyber economic scams.
These two behaviors are caused by several reasons, such as blindly believe in false
relationship and authority, attracted by cheap price, high-return investment, and even
the small gifts, and dream to get rich quickly.
Evaluating and correcting these
behaviors is an efficient way for network users to avoid cyber economic scams.
In
addition to cyber economic scams, other cybercrimes are also threatening network
users, such as the cyber hacking and cyber privacy information scams.
The research
of cybercrime is a way to control cybercrime, the companies and government
agencies of network security can also try to research different aspects and kinds of
cybercrime.
Reference Page
Button, M., Nicholls, M., Kerr, J., Owen, R.(2014, July 2). Weapons of Influence
Misused: A Social Influence Analysis of Why People Fall Prey to Internet Scams.
https://onlinelibrary.wiley.com/doi/10.1111/spc3.12115
Button, M., Nicholls, M., Kerr, J., Owen, R.(2014, March 28). Online frauds:
Learning
from
victims
why
they
fall
for
these
scams,https://journals.sagepub.com/doi/full/10.1177/0004865814521224
Murphy,L.
(2019,February
26).Instagram
turns
into
Instascam.
https://www.enterprisetimes.co.uk/2019/02/26/instagram-turns-into-instascam/
Dove,M.(2018).
Guest
post:
6
golden
rules
of
a
scammer.
https://www.hooyu.com/resources/blog/90/6-golden-rules-of-a-scammer
Mesch, J. S, & Dodel, M (2018, July 10 ). Low Self-Control, Information Disclosure,
and
the
Risk
of
Online
https://journals.sagepub.com/doi/abs/10.1177/0002764218787854
Fraud.
Project #2: Inquiry-Based Research Essay
Details
Length: 6-8 pages (approximately)
Due Dates
Writing Genre 1-4: (See Below)
Essay Draft: Friday, February 22nd
Audience: see below
Citation style: APA
Essay Revision: Friday, March 1st
Final: Tuesday, March 12th
For this project you will write a research essay. The objective in developing this inquiry-based
research essay is not, perhaps, like other research essays with which you may be familiar. In an inquirybased essay, the development of a research question is the cornerstone of the essay, providing a
guideline for you to follow your research wherever the information takes you. You are investigating and
possibly raising additional questions rather than providing a definitive answer or arguing for one side or
another. Therefore, the careful formulation of a solid research question about your topic is crucial to
ensure your inquiry will be effective.
We’ll spend some time brainstorming possible research topics/questions. But for now know,
the topic you research could be related to one of the issues we’re reading about in CW (e.g. gender
relations/identities; race relations in the U.S.; mass incarceration/prison reform; immigration; social
impacts of technology/social media; indigenous peoples rights; writing; writing as social justice; social
justice and our responsibility to others; depression/mental health; role of narrative/stories/art in
society; to name a few). Or, the topic you research could be related to an issue your service learning
organization/agency is dealing with, or you could choose to research a topic related to your academic
major or career aspiration (with my approval). For this project, I want you to develop a question on a
topic you’re genuinely interested in learning more about.
Once your research topic and question is finalized, you will conduct extensive inquiry into the
potential implications and significance of your research question. You will seek connections between
the information you discover during your research and the potential significance to your topic,
identified audiences, and further inquiry. Your thorough research of multiple sources, and full analysis
of your findings, will be the foundation from which you develop your essay. Your sources should be
used as evidence to support, contradict, or expand your ideas, and your essay must include extensive
analysis around the question you explore.
The following types of research must be incorporated into your essay:
•
•
At least 3 academic sources
At least 2 popular media sources relevant to your topic
The following types of research are optional (If you project warrants this kind of research below,
I will work with you on finding appropriate sources):
•
•
Field notes about an observation that you conduct
An interview conducted by you with a subject relevant to your research
Throughout the research process, you will write several short assignments in various genres.
These genre assignments are designed to keep your research focused, to have you reflect on the
research process and your sources so that you might better analyze them, and to help you present
strong ideas in your essay. Each genre assignment is designed to help you through various stages of
your research.
Potential Sources for Study
•
•
•
•
•
•
•
Paul Aster, “Why Write”
Naomi Klein, “How Shocking Events Can Spark Positive Change,” TED Lecture on
Justin Akers Chacon, Mike Davis, and Julian Cardona, “Immigrant Workers Continue to Build
America”
Sherry Turkle, “Stop Googling”
Rebecca Solnit, “Whose Story (and Country) is This?” https://lithub.com/rebecca-solnit-themyth-of-real-america-just-wont-go-away/
Roxanne Dunbar-Ortiz, “This Land” (book excerpt) and film clip Awake, a Dream from Standing
Rock
The McGraw-Hill Handbook, Ch. 15 (Understanding Research), Ch.16 (Finding and Managing
Sources), Ch. 18 (Evaluating Sources); Ch. 20 (Plagiarism); Ch. 21 (Working with Sources and
Avoiding Plagiarism), Ch. 22 (Writing the Paper), and Ch. 24 (APA Documentation style)
Adapted from the following source: Yancey, K., Robertson, L., and Taczak, K. (2015). Writing Across Contexts: Transfer, Composition, and Sites of
Writing.
logical extrapolation from the
inquiry findings.
focused solely on
the inquiry findings. The conclusion
arises specifically from and responds
specifically to the inquiry findings.
Discusses relevant and supported
limitations and implications.
States a general conclusion that, because it
is so general also applies beyond the scope
of the inquiry findings.
States an ambiguous, illogical, or
unsupportable conclusion from inquiry
findings.
Limitations and Implications
Insightfully discusses in detail
relevant and supported
limitations and implications.
Presents relevant and supported limitations
and implications.
Control of Syntax and Mechanics
Rarely, presents limitations and
implications, but when this does
happen, they are possibly irrelevant
and unsupported.
Uses language that sometimes
impedes meaning because of errors in
usage.
Uses straightforward language that
generally
conveys meaning to
readers. The language in the
portfolio has few errors.
Uses language that generally conveys
meaning to readers with clarity, although
writing may include some errors.
Citation/Documentation and Ethical
Use of Source Material
Uses graceful language that
skillfully communicates meaning
to readers with clarity and
fluency, and is virtually error-
free.
Students use correctly all of the
following information use
strategies (use of citations and
references; choice of
paraphrasing, summary, or
quoting; using information in
ways that are true to original
context; distinguishing between
common knowledge and ideas
requiring attribution)
Students use correctly three of the
following information use
strategies (use of citations and
references, choice of paraphrasing,
summary, or quoting; using
information in ways that are true
to original context; distinguishing
between common knowledge and
ideas requiring attribution)
Students use correctly two of the
following information use strategies (use
of citations and references; choice of
paraphrasing, summary, or quoting; using
information in ways that are true to
original context; distinguishing between
common knowledge and ideas requiring
attribution)
Students use correctly one of the
following information use strategies
(use of citations and references; choice
of paraphrasing, summary, or quoting;
using information in ways that are true
to original context; distinguishing
between common knowledge and
ideas requiring attribution)
Comments:
Bill, this is a fairly well-organized research report, but it presents summary more than it does analysis (i.e. synthesis). I've mentioned this issue earlier in the process, and I've also mentioned the extent to
which the research question itself is limited. Moving forward this semester, I'd like to see you consider audience and purpose (and genre) more carefully, and I'd like to see you work on contextualizing
and directly-quoting from sources more effectively (both technically in APA format as well as the quality of the commentary that you follow each quotation with). ~BG
Journal grade (to date): B+ (Missing Journal #8)
Class Participation grade (to date): 2.67
Project #2 Final Grade: B-/C+ (Missing revision plan in ePortfolio)
Rubric adapted, with permission, from "VALUE: Valid Assessment of Learning in Undergraduate Education." Copyright 2019 by the Association of American Colleges and Universities.
http://www.aacu.org/value/index.cfm.
Conclusions
scope and discipline of the
research question.
States a conclusion that is a
logical extrapolation from the
inquiry findings.
appropriate to the scope and
discipline of the research question.
States a conclusion focused solely on
the inquiry findings. The conclusion
arises specifically from and responds
specifically to the inquiry findings.
Discusses relevant and supported
limitations and implications.
States a general conclusion that, because it
is so general also applies beyond the scope
of the inquiry findings.
States an ambiguous, illogical, or
unsupportable conclusion from inquiry
findings.
Limitations and Implications
Insightfully discusses in detail
relevant and supported
limitations and implications.
Presents relevant and supported limitations
and implications.
Control of Syntax and Mechanics
Uses straightforward language that
generally conveys meaning to
readers. The language in the
portfolio has few errors.
Rarely, presents limitations and
implications, but when this does
happen, they are possibly utelevant
and unsupported.
Uses language that sometimes
impedes meaning because of errors in
usage.
Uses language that generally conveys
meaning to readers with clarity, although
writing may include some errors.
Citation/Documentation and Ethical
Use of Source Material
Uses graceful language that
skillfully communicates meaning
to readers with clarity and
fluency, and is virtually error-
free.
Students use correctly all of the
following information use
strategies (use of citations and
references; choice of
paraphrasing, summary, or
quoting: using information in
ways that are true to original
context; distinguishing between
common knowledge and ideas
requiring attribution)
Students use correctly three of the Students use correctly two of the
following information use
following information use strategies (use
strategies (use of citations and of citations and references; choice of
references; choice of paraphrasing, paraphrasing, summary, or quoting using
summary, or quoting; using information in ways that are true to
information in ways that are true original context; distinguishing between
to original context; distinguishing common knowledge and ideas requiring
between common knowledge and attribution)
ideas requiring attribution)
Students use correctly one of the
following information use strategies
(use of citations and references; choice
of paraphrasing, summary, or quoting:
using information in ways that are true
to original context; distinguishing
between common knowledge and
ideas requiring attribution)
Comments:
Semester: Spring 2019
Assessment Dimensions
Exemplary: Exceeds
expectations
Competent; occasionally exceeds
expectations
Developing: meets minimum
expectations
Beginning: below expectations
Research Question
Effectively defines the scope of
the research question. Effectively
determines key concepts. Types of
information (sources) selected
directly relate to concepts or
answer research question.
Defines the scope of the research
question completely. Can determine
key concepts. Types of information
(sources) selected relate to
concepts or answer research
question.
Has difficulty defining the scope of the
research question. Has difficulty
determining key concepts. Types of
information (sources) selected do not
relate to concepts or answer research
question
Defines the scope of the research
question incompletely (parts are missing,
remains too broad or too narrow, etc.).
Can determine key concepts. Types of
information (sources) selected partially
relate to concepts or answer research
question.
Demonstrates adequate awareness of
context, audience, purpose, and to the
assigned tasks(s) (e.g., begins to show
awareness of audience's perceptions and
assumptions):
Context of and Purpose for Writing
(Includes considerations of audience,
purpose, and the circumstances
surrounding the project).
Demonstrates minimal attention to
context, audience, purpose, and to the
assigned tasks(s) (e.g., expectation of
instructor or self as audience).
Demonstrates a proficient
consideration of context, audience,
and purpose and a clear focus on
the assigned task(s) (e.g., the task
aligns with audience, purpose, and
context)
Develops appropriate, relevant,
and compelling content to explore
ideas and shape the work.
Content Development
Develops appropriate and relevant
content to develop and explore ideas
through most of the work.
Uses appropriate and relevant content
to develop simple ideas in some parts
of the work.
Genre Conventions
Demonstrates a thorough and
exceptional understanding of
context, audience, and purpose
that is responsive to the
assigned task(s) and focuses all
elements of the work.
Develops appropriate, relevant,
and compelling content to
superb control of the subject,
conveying the writer's
understanding, and shaping the
whole work.
Demonstrates detailed
attention to and successful
execution of a wide range of
conventions particular to the
writing task
including organization, content,
presentation, formatting, and
stylistic choices
Organizes and synthesizes
evidence to reveal insightful
patterns, differences, or
similarities appropriate to the
Attempts to use a consistent system
for basic organization and
presentation
Follows expectations appropriate to a
specific writing task for basic
organization, content, and presentation
Demonstrates consistent use of
important conventions particular
to the writing task, including
organization, content,
presentation, and stylistic choices
Lists evidence, but it is not organized
and/or is unrelated to focus.
Analysis
Organizes and synthesizes evidence
to reveal important patterns,
differences, or similarities
Organizes evidence, but the organization is
not effective in revealing important
patterns, differences, or similarities.
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