Informed Consent Form

I am conducting a study about Cyber Security. I invite you to participate in this research. You were selected as a participant because you were victim of breach of cyber security in the Twitter Spear Phishing and the Zoom credential hack companies. Please read this form and ask any questions you may have before consenting to be in the study.

This study is being conducted by: researcher :Prem chander Boinapally.

Background Information:

The purpose of this study is bring awareness of how cyber infiltrators have developed many ways of hacking into systems. In this day and era, cyber security helps maintain order, and keep the internet safe for users. The current digital era has influenced change in the ways we buy things, bills get paid, watch movies, how people pay mortgages and rent houses just to mention but a few. Incidents of security breaches are widely reported as well as fraud, malicious cyber-attacks, fraud, hacking, and cyber-bullying making it necessary for the need of cyber security.

Consent forms will be provided for minors, to be signed by their guardians indicating approval for conducting the research on minors. Experts also will have to sign a consent form indicating that they freely and willingly gave information to their best of their knowledge and without any bias whatsoever. Adults also will sign a consent stating the same that they willingly gave information free from coercion or biasness.

Procedures:

If you participate in this study, I will ask you to do the following things. Provide relevant information as provided for in the questionnaires or provide relevant answers when called or when an interviewer conduct the survey face to face. Information provided will remain confidential. You may ask questions of the researcher at any point in the study. Participants will require to fill in written questioners especially for the focus group and online through mail. Some other participants will be called by surveyors to collect the relevant information and will be asked questions also from the questionnaires. The focus groups will comprise of minors, their guardians, and affected members of cyber-attacks. The aim of the focus groups is to bring the people with the commonality of being cyber attacked together to shed light and give their personal perspectives on the cyber-attack research. Meetings will be conducted online and physically where groups will me in designated public spaces as promptly communicated through email. Participants especially those conducting the surveys will travel across the designated geographical areas of group meetings.

Risks and Benefits of Being in the Study:

The study has several risks. First, the victims may get traumatized and emotional. Second, big corporation may fire their employees for giving out information of breaches in their system not made public. Third, threats maybe issued by corporations who feel the need to bury this kind of information.

There is minimal risk of emotional discomfort if you choose to participate in this study and be recorded. If needed for support, resources can be reached at prem.boinapally@student.judsonu.edu. There is risk of being traumatized, fired and threatened by the corporations under review might be inevitable.

There are no immediate benefits to you for participating in this study.

The direct benefits of your participation are: awareness will be raised to help fight cyber security breaches. The consumer will gain awareness and be protected from cyber criminals. Consumers will get better know how of why and how these breaches occur. Businesses and organizations will know what measures to adopt to reduce cyber-attacks.

Confidentiality:

In any publications of the results, pseudonyms will be used in place of names of participants or locations. The records of this study will be kept private. In any sort of report I publish, I will not include information that will make it possible to identify you in any way. Research records will be kept secured; my Judson University research advisor and I are the only people who will have access to the records as well as video and audio recordings. No names will be noted down with the answers on questioners. The questioners won’t capture details of the participant filling it. After compilation and deduction of the research the questioners will be burnt.

Video Recordings

Video recordings for data analysis, and portions of recordings may be presented in a professional context. Although real names will not be used in presentations of the research, and responses will be treated with confidentiality to anyone outside of the project research staff, participants might be identifiable to people who recognize them in video recorded artifacts. Recordings will be kept until completion of study groups sessions, face to face interviews, telephone interviews, and online meetings through the designated platform and destroyed immediately thereafter after compilation of data collected. Please sign below if you are willing to have your image recorded. You may still participate in this study if you are not willing to have your image recorded. If you are not willing to be video recorded, the camera will be situated in the classroom at an angle that will avoid capturing your image. Any unintentional video recording(s) of you will be edited to blur their image, causing them to be unrecognizable to viewers.

___________________________ ______________

Signature Date

Audio Recordings

Interviews may be audio recorded for data analysis, and portions of recordings may be presented in a professional context. Although real names will not be used in presentations of the research, and responses will be treated with confidentiality to anyone outside of the project research staff, participants might be identifiable to people who recognize them in audio recorded artifacts. Recordings will be kept until completion of degree and destroyed immediately thereafter. Please sign below if you are willing to have the interview(s) audio recorded. You may still participate in this study if you are not willing to have the interview(s) audio recorded.

__________________________ ___________

Signature Date

Voluntary Nature of the Study:

Your participation in this study is entirely voluntary. Your decision whether or not to participate will not affect your current or future relations with your employer or Judson University. If you decide to participate, you are free to withdraw from the study at any time without penalty. Should you decide to withdraw from the study, data collected about you, or your students will only be used up to the point of your withdrawal.

Contacts and Questions

My name is Prem chander Boinapally. You may ask any questions you have now and at any point through the research process. If you have questions, you may contact me at prem.boinapally@student.judsonu.edu. You can also contact my advisor Dr. Olabisi Adenekan email which is olabisi.adenekan@judsonu.edu. Or the Disaster Distress Helpline at 1-800-985-5990.

You will be given a copy of this form to keep for your records.

Statement of Consent:

I have read the above information. My questions have been answered to my satisfaction. I give consent to participate in the study.

___________________________ ________________

Printed Name of Participant Date

___________________________ ________________
Signature of Study Participant Date

__________________________ ________________
Signature of Researcher Date

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76-101: Problem Analysis

Overview:

For your problem analysis, you will select a case related to inequality and you will analyze it through the lens of Bourdieu’s capital and what we have learned about inequality this semester. A case could be the story of a person you know, a group of people, or a community; a current event; or social phenomenon that points to a problem related to inequality. You will use your analysis of your case to argue about the complexities and characteristics of the problem(s) associated with the case. To support your position, you will draw on details of the case and the course readings.

Selecting a case:

The authors we have read this semester explore problems associated with inequality as they relate to particular cases. For example, Khan (2011) uses the case of St. Paul to argue about issues of privilege among the wealthy in the U.S. Ehrenreich (1999) uses her own experience and that of others in her surrounding to argue about the difficulties in the lives of the poor. Lareau (2006) uses the case studies of middle class and working class/poor families to argue about the impact of social class on child rearing practices and inequality. Salazar Parreñas (2015) uses the cases of migrant female Filipino domestic workers to argue about how the international division of reproductive labor contributes to social class, race, and gender inequality.

Here are some examples of potential cases:

The protests in Chile about the college entrance examinations that stem from problems of social class inequality,

The racialized treatments in the justice system (e.g., the case of Felicity Huffman)

Women in sports demanding equal pay which brings about issues of gender inequality

The story of a migrant worker or group of migrant workers in the Gulf who experienced great challenges

Inequality in an education system you are familiar with (e.g., Education City as a place of privilege)

Wasta in an institution or organization in the Arab world

Follow these guidelines when selecting a case.

Your case:

should be something you are interested in, care about, already have some knowledge of, and have some personal connection to. 

needs to be limited in scope. For example, you may not write about all the problems of the U.S. welfare system. Instead, you can write about the case of a homeless single-mother and how her case connects to larger issues of welfare and poverty in the U.S.

should be something that is presented as it is, as “raw data,” without any analysis. For example, if it is a newspaper article, it should not be something that the author analyzes or makes arguments about. You are the one who needs to analyze the situation reported in the article using what you have learned about inequality. 

needs to be inspired by a key quote or a claim made by one of the authors we read this semester. This means that your case should be related to issues that we have read about this semester.

may be based on your own personal experience as long as you can generate the data for the case by writing up a narrative of the experience or a description of the account based on your own personal experience or based on an interview with a relevant person. This will serve as the case that you will then analyze. 

Analyzing your case:

The ability to analyze a case using a disciplinary framework and expert knowledge is an important skill to have. As we have seen with our discussion of the Onion Model, analyzing means breaking up something into its parts and seeing them through the lens of disciplinary knowledge.

Throughout the first weeks of the semester, we have used the disciplinary framework of Bourdieu’s capital to tease out the various authors’ arguments about inequality. Your job now is to use capital and our accumulated knowledge on inequality to tease apart your selected case and argue about the complexities and characteristics of your case as it relates to inequality. In your writing, you will use Bourdieu’s capital and your knowledge about inequality to present and organize the information by making claims that use the key words from the expert knowledge you’ve gained this semester.

Researching your case and supporting your argument:

You will likely need to do some extra reading about your case to help you provide context and evidence in your argument. Collect information about your case from reliable sources of news such as reputable newspapers (e.g., The New York Times) and news channels such as Al Jazeera.

You will use the relevant course readings as a starting point for your analysis. In addition to using Bourdieu’s text on capital, you will select the course readings that most relate to the kinds of inequality your case presents. Depending on your topic, you are also responsible for finding 1-3 outside sources that specifically relate to the kind of inequality your case represents. These sources will complement our course readings and will constitute your knowledge base for your analysis. Check canvas for recommendations on readings on social class, race, and gender inequality, but also do your own research.

Rationale:

As a student, you will be asked to apply disciplinary knowledge to analyze exemplars (e.g., cases) in many of your courses. As a future professional working as a consultant, you may be asked to study and analyze an organization or a problem faced by an organization to eventually provide solutions. Research shows that when posed with the challenging task of analyzing an exemplar, many students don’t know how to approach the task and end up reporting what they know about the disciplinary knowledge from what they learned in class or reporting on the case and do not necessarily engage in analysis. Thus, the problem analysis is aimed to help you develop analytical writing skills that will be of value to your future courses and careers.

Organization

Your argument will need to have three main parts developed into multiple paragraphs:

An introduction that develops your case into an argument.

Following from the issue/ problem / solution heuristic, you will focus on arguing for why your case poses a problem related to inequality. You need to provide contextual details about your case to show how it leads to a problem that relates to inequality. You should use stasis theory to frame your case as a problem of existence, definition, value, cause, and/or action. Your reader needs to be convinced that the problem is a real one and something must be done about it.

An analysis section that draws on Bourdieu’s capital and inequality knowledge to help you support your argument as you consider specific details about your case.

Use your topic sentences to make claims about your case using key words from Bourdieu’s capital and the course readings on inequality. Support your claims by making specific connections between your case and the course readings and your own research. Use authors who would agree with your position about the case and use them to strengthen your argument. To incorporate these authors effectively, you will need to be selective about what specific parts of their arguments you paraphrase or cite directly.

A conclusion that helps your reader understand the larger implications of or potential solutions for your particular case.

Use the strategies for writing conclusions that we discussed this semester to help your reader understand why your argument is important beyond the particular case you analyzed.

Format

Your problem analysis should be 4-5 double-spaced pages or no more than 1,500 words. It should be written in academic-style using paragraphs, grammatically correct sentences, and vocabulary appropriate for discussions that require precision and concision. The format of the paper should conform to the guidelines for font, font size, spacing and margins specified in the APA Publications Manual. Be sure to include a “References” list at the end of your paper that lists the authors you cited.

Deadlines & Grade

Follow the deadlines for the submission of the different parts of your problem analysis on canvas including your draft, peer review, and individual meeting with your instructor.

Your problem analysis is worth 20% of your grade and will be evaluated using the 76-101 Paper Evaluation Rubric. See canvas.

Each of the following will result in an automatic lowering of the paper’s grade by one mark (e.g., A- B+; C C-):

failure to submit a complete draft to Canvas on time;

failure to meet with your instructor;

failure to complete your assigned peer reviews on time;

failure to meet with ARC if required;

failure to submit a final version to Canvas on time (one mark for each day late)

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