Discovering the Internet, Second Edition1-1
91: Using the Web: Risks and Safeguards
- Define the terms hacker, virus, secure connection, Secure Sockets Layer (SSL), Tracking Protection Lists (TPLs), Web content filters, Internet filters, malicious Web site, information privacy, privacy statement, personallyidentifiableinformation (PII), cookie, spyware, adware, and Webbug
- Remind students that accessing the Internet connects their computer to a worldwide network which is a very public environment consisting of thousands of computers from all over the world
- Discuss how connecting to the Internet may expose students computers to unethical people or objectionable material
- Discuss the importance of protecting an Internet-connected computer from unauthorized access and use by hackers by installing a personal firewall
- Use Figure 2-84 to describe how a personal firewall program sits between a computer and the Internet and blocks unauthorized access
- Explain how a virus can infect a computer: primarily by downloaded executable files and e-mail attachments
- Use Figures 2-85 and 2-86 to discuss tips for safe online shopping
- Use Figure 2-87 to discuss Tracking Protection Lists (TPLs)
- Use Figure 2-88 to describe how Web content or Internet filtering software can be used to filter out certain Web pages containing objectionable content
- Use Figure 2-89 to discuss the importance of information privacy – the right of individuals and companies to deny or restrict the collection and use of personal information
- Use Figure 2-90 to describe the risk to information privacy by the collection of personal data at Web pages and the storage of that data in easy to access databases
- Describe how and why companies collect personal information at their Web sites
- Discuss the TRUSTe program
- Describe how spyware and adware can infect a computer
- Discuss how Web bugs are used to collect information about Web site visitors such as IP addresses, Web addresses of referring pages, and time pages were viewed
FIGURES: 2-84, 2-85, 2-86, 2-87, 2-88, 2-89, 2-90
91: @Source: To learn more aboutvirus protectionsoftware, visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkfor VirusProtection Software.
93: @Source: To learn more aboutshopping safely online,visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkfor OnlineShopping Safety.
95: @Source: To learn more aboutWeb content filtering,visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkbelow WebContent Filtering.
95: @Source: To learn more aboutkeeping childrensafe online, visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkfor Online Safety for Kids.
97: @Source: To learn moreabout electronicprivacy issues, visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkfor Electronic Privacy.
97: @Source: To learn more aboutthe TRUSTe program,visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkfor TRUSTe.
97: @Source: To learn more aboutthe Children’s OnlinePrivacy Protection Act,visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkfor COPPA.
98: @Source: To learn more aboutcookies, spyware,and adware, visit the Book Companion Site Web page at Under the Chapter 2 @Source links, click the linkbelow Cookies and Spyware.
100: @ISSUE: Asks students to read @Issue: Opting Out and then discuss the advantages and disadvantages of opting out of cookies, data collection, and unsolicited advertising.
1. Class Discussion: Ask students if they are concerned about exposing their personal information online. If yes, why? If no, why not?
2. Class Discussion: Some employers install network software that monitors their employees’ computer and Internet usage. Why might it be important for an employer to do this?
3. Quick Quiz:
1)What is a hacker? (Answer: An individual who uses his or her computer skills to gain unauthorized access to a computer and network)
2)What is a firewall? (Answer: Hardware or software (or both) that protects a computer from unauthorized access by hackers)
3)What is a computer virus? (Answer: A destructive computer program that infects your computer without your knowledge)
4)What is a secure connection? (Answer: A connection that uses the SSL protocol)
5)What is Secure Sockets Layer (SSL)? (Answer: A commonly used protocol for managing the security of message transmissions on the Internet)
6)What is information privacy? (Answer: The right of individuals and companies to deny or restrict the collection and use of personal information)
118: Search Tools
- Define the terms directory,drilling down, breadcrumb trail,search engine, spider, bot, Webcrawler, meta tag keywords, full-text searching, index, visual search results, and metasearch engine
- Discuss how Web-based search tools allow Internet users around the world to locate all types of information, and explain that they have done so since the 1990s (use Figure 3-6 as part of this)
- Describe major general-purpose search tools and different types of specialty search tools
- Note that search tools generally are classified as directories, search engines, and metasearch engines
- Use Figure 3-7 as you mention that most directories now partner with a powerful search tool, called a search engine, to enable users to search the directory’s index by keywords or to search the entire Web
- Use Figures 3-8 through 3-12 to illustrate using a directory
- Describe a spider, Web crawler, or bot as a program that browses the Web automatically adding URLs and other information about new pages to a searchable index
- Note that different search engines like the ones shown in Figures 3-13 and 3-14 gather different information
- Note that many search engines and directories today are actually hybrids offering access to indexes created by humans and by spiders
- Use Figures 3-15 through 3-19 to illustrate using search engines, and use Figure 3-20 to discuss the features of a search provider's toolbar
- Use Figure 3-21 to explain that some search engines’ search results lists are presented visually
- Use Figure 3-22 to discuss how metasearch engines work by submitting keyword(s) to multiple search engines at one time and then compiling the results from all the search engines into one search results list
- Use Figures 3-23 through 3-25 to illustrate using metasearch engines
FIGURES: 3-6, 3-7, 3-8, 3-9, 3-10, 3-11, 3-12, 3-13, 3-14, 3-15, 3-16, 3-17, 3-18, 3-19, 3-20, 3-21, 3-22, 3-23, 3-24, 3-25
119: @Source: To review differentdirectories, visit the Book Companion Site Web page at Under the Chapter 3 @Source links, click a link belowDirectories.
124: @Source: To review differentsearch engines, visit the Book Companion Site Web page at Under the Chapter 3 @Source links, click a link belowSearchEngines.
129: FACTS@HAND: According to a recent report by the Hitwise and Nielsen Online marketingcompanies, Google, with more than 60 percent market share, is the most popularsearch engine in the United States followed by Yahoo! Search, Bing, AOLSearch, and Ask.com.
129: @ISSUE: Have students read the @Issue Kid-Friendly Searches and then discuss why it is important for children to use special search tools.
130: @Source: To learn more aboutmetasearch engines,visit the Book Companion Site Web page at Under the Chapter 3 @Source links, click a link belowMetasearchEngines.
Remind student that unless otherwise stated, using the Search text box to perform a keyword search of a directory searches only the directory’s index, not the entire Web.
Remind students to read the FAQ or Help pages each time they use a new search engine to learn that particular search engine’s search rules and procedures.
Caution students to be aware of paid results that might appear in search engine, directory, or metasearch engine search results lists.
1. Class Discussion: Unlike directories that use human editors, search engines use spiders or bots to move from Web page to Web page adding new pages to the search engine index. Ask students why they might use a search engine instead of a directory.
2. Assign a Project: Have students select a topic and then create a category and two subcategories illustrating how Web pages on the topic might be categorized by a directory.
3. Assign a Project: Have students select a topic and use their Web browser to review and compare the categories and subcategories for the topic in two or more directories, such as Yahoo! Directory and DMOZ The Open Directory Project.
4. Assign a Project: Have students select a topic and an associated keyword(s). Then use three different search engines to create a search results list based on the keyword(s). Ask students to compare the three search results lists.
5. Quick Quiz:
1)What is a directory? (Answer: A human-compiled, hierarchical list of Web pages organized by categories)
2)What is drilling down? (Answer: Following directory links from category to subcategory until the desired page is found)
3)What is a breadcrumb trail? (Answer: A horizontal list of links to categories and subcategories through which you have drilled down to reach the current page)
4)What is a search engine? (Answer: A search tool that uses a program called a spider to browse the Web automatically to build its index)
5)What is a spider, bot, or Web crawler? (Answer: The program used by search engines to browse the Web automatically)
6)What is a metasearch engine? (Answer: A search tool that submits keywords to multiple search engines and then compiles the results into a single search results list)
120–122: Complete the steps To Use a Directory.
125–127: Complete the steps To Use Search Engines.
131–132: Complete the steps To Use Metasearch Engines.
132: Advanced Search Techniques
- Define the term Boolean operator
- Discuss how simple searches, such as those performed earlier in the chapter, offer a basic approach to finding information on the Web; however, more complex searches require the use of Boolean operators or the advanced search forms offered by most search engines
- Emphasize the difference between using the AND and OR Boolean operators
Students will have mastered the material in this chapter when they can:
Discovering the Internet, Second Edition1-1
- Describe the components of e-mail systems and e-mail messages
- Discuss and apply e-mail etiquette
- Use the Windows® Live Mail™ 2011 e-mail client to send, receive, and organize e-mail messages and contacts, and discuss e-mail viruses
- Set up a Web-based e-mail account and use Web-based e-mail services
- Describe various online social media tools and discuss how they are used
Discovering the Internet, Second Edition1-1
Discovering the Internet, Second Edition1-1
You may choose briefly to review the Chapter Review material(page 243) in class or assign the Chapter Review to be read outside of class.
- In this chapter, students will learn about several online communication tools including how to use an e-mail client and Web-based e-mail. Students also learn about other online communication tools including newsgroups, Web-based discussion groups, wikis, blogs, and social media.
170: E-Mail Systems
- Define the terms user ID,host name, e-mail client, POP (Post Office Protocol), SMTP (Simple Mail Transfer Protocol), IMAP (Internet Message Access Protocol), contact, To line, Cc line, courtesy copy, Bcc line, blind courtesy copy, Subject line, Attach line, attachment, message body, signature file, messageheader, HTML-formattedmessage, flaming,and emoticon
- Discuss the reasons that make e-mail one of the most popular online communication tools including e-mail as an indispensable business communication tool
- Note the basic components of an e-mail system: addresses, clients, servers, and protocols
- Use Figure 4-1 to illustrate an e-mail address as a unique delivery address composed of a user ID and a host name separated by the @ symbol
- Give examples of e-mail clients: Microsoft® Outlook®, Microsoft Windows Live Mail, Opera Mail, and Mozilla® Thunderbird®
- Use Figure 4-2 to describe how an e-mail client can interact with a number of different servers and protocols to send and receive e-mail messages
- Use Figure 4-3 to describe the components of a typical e-mail message window and e-mail message
FIGURES: 4-1, 4-2, 4-3
170: Facts@Hand: According to the Pew Internet & American Life Project, more than 94 percent ofInternet-connected American adults use e-mail.
170: Facts@Hand: The estimated percentage of unsolicited e-mail (spam) of all e-mail ranges from 70 percent to 95 percent, depending on the source. However, you never see most spam e-mail because it is blocked by your e-mail client, which recognizes messages as spam based on content, domain, and other criteria.
171: @ISSUE: Have students read the @Issue: E-Mail Considerations and then discuss the various things to keep in mind with regard to e-mail, particularly in the workplace.
172: Facts@Hand: Many colleges and universities provide e-mail services for their students, andthese services often require a particular e-mail client. For example, Alpine isan e-mail client developed at the University of Washington. It is based on theoriginal Pine e-mail client developed to provide e-mail services to large numbersof University of Washington students while requiring only modest resources.
172: @Source: To learn more about popular e-mail clients,visit the Book Companion Site Web page at Under the Chapter 4 @Source link, click a link underE-Mail Clients.
175: @ISSUE: Have students read the @Issue: E-Mail Etiquette and then discuss the importance of following accepted etiquette when communicating online.
1. Class Discussion: Ask students why they think e-mail is one of the most popular Internet activities and why businesses now rely on e-mail as a major communication tool.
2. Quick Quiz
1)What is an e-mail user ID? (Answer: A unique identifier for the recipient)
2)What is an e-mail host name? (Answer: Identifies the server where the recipient’s e-mail account or mailbox resides
3)What is an e-mail client? (Answer: A program used to create, send, and receive e-mail messages)
4)What is an HTML-formatted e-mail message? (Answer: A message that contains formatting)