[雙語翻譯]計算機犯罪外文翻譯--計算機科學(xué)專業(yè)學(xué)生對網(wǎng)絡(luò)犯罪的感知分析

1、3050 英文單詞， 英文單詞，16500 英文字符，中文 英文字符，中文 5000 字文獻出處： 文獻出處：Solak D, Topaloglu M. The Perception Analysis of Cyber Crimes in View of Computer Science Students[J].Procedia - Social and Behavioral Sciences, 2015, 182:590-595.Th

2、e Perception Analysis of Cyber Crimes In View of Computer Science StudentsDuygu Solak, Murat TopalogluAbstractComputer Technologies growing rapidly has become an indispensable part of modern life. While making social lif

3、e easier, the changes that technology has brought also bring forth some security issues. Thus, it is easier to commit crimes and we are faced with cyber-crimes. This study examines the differences among the cyber-crime p

4、erceptions of undergraduate students at Trakya University in terms of demographic factors. The method of the study was a questionnaire that was given to lecturers and students at Trakya University sample and it was desig

5、ned to measure and assess the levels of interest in technology, the severity of cyber- crimes and the individuals’ perceptions of cyber-crimes in terms of ethics and law. The findings of the study can help us define the

6、level of common perception of cyber-crimes and the meaningful differences between separate groups.Keywords: Information Technologies, Cyber Crimes, Information Technology Law, Perception Analysis1. IntroductionInformatic

7、s has been defined as the science of processing of the information used in technical, economic and social communication areas, and on which science has its own basis, properly and logically via electronic machines in par

8、ticular (Koksal, 2006). The developments in computer and information technologies have penetrated into anything in everyday life. Globalization has gained speed with the internet becoming more popular and the physical bo

9、undaries have disappeared. This popularity of the internet has brought forth the issues like storing and processing information. The developments in informatics have both pros and cons for humanity. Since the economic, s

10、ocial and political value of the information has increased, the people who want to cut corners to gain power and money have begun to tend towards using information technologies to commit crimes, sometimes targeting the t

11、echnology itself. Herein, the term “cybercrime” becomes evident.Cybercrime is “any kind of illegal, unethical and unauthorized behavior in a system which processes information automatically or transfers data” (Keskin, 2

12、009). Cybercrime can be divided into two main categories where the computer is used as a tool or as a target. Harassing and threatening people on the internet or mobile phones, and publishing music or books without havin

13、g the copyrights are two examples of cybercrime. The authorities prefer to extend the scope of the punishments for classic crimes instead of adding cybercrime clauses to the present codes. On the other hand, acts like di

14、storting, replacing data and blocking access to a system are crimes where the information systems are targeted directly and there are independent codes and regulations in law defining the scope of these crimes.Today cybe

15、rcrime is an important problem growing rapidly. Therefore, the need for legal acts combining both law and technology has risen dramatically. However, there is much to be done to reduce the number of cybercrimes. The firs

16、t recorded cybercrime was released to the public in a Minneapolis Tribune article “Computer Expert Accused of Cooking the Account Books” on October 18th, 1966. In 1973, one of the classic early data diddling frauds was “

17、Equity Funding” (3), Not a Crime (4), Definitely Not a Crime (5)” are used whereas “Certainly right (1), Right (2), Neutral (3), Wrong (4), Definitely wrong (5)” statements are used to examine moral attitudes towards cyb

18、ercrime. The questionnaire form was taken from the masters’ thesis “The Perception Analysis of Computer Crimes With respect to Socio-Cultural Levels” by (?lbas, 2009) and applied to the study group.2.5 Data AnalysisSPSS

19、20 (Statistical Package for Social Sciences) was used for the analysis of the data. Percentage and frequency analysis were used to determine the perceptions analysis of cybercrime in computer students. The reliability co

20、efficient for the whole scale was found 0.88.3. FindingsIn this section, frequency and percentage distributions of the students’ genders and years of study are presented.35.2% (64 students) of the participants were femal

21、es and 64.8% (118 people) were males; %14,8 (27 students) were freshmen; %20,3 (37 students) were sophomores; %20,9 (38 students) were juniors; and %44,0 (80 students) were seniors.According to the frequency analysis res

22、ults for the interest in computers and technology and following the latest developments in the field; %6 (11 students) of the students reported they are not interested in the subject and do not follow the latest developm

23、ents with %9,9 (18 students) who are not interested but following the updates in written and visual media. %24,2 of the participants (44 students) said they are interested in the subjects without following the updates wi

24、th %59,3 (108) reporting their interest in both the subject and latest developments. The results show that majority of the students have interest in computers, technology and the internet following the updates and develo

25、pments closely.According to the frequency analysis for how long the students have been using the internet; %0,5 (1 students) said “I don’t use”; %0,5 (1 students) said they have been using information technologies for “l(fā)

26、ess than a year”; %10,4 (19 students) 2-5 years; %59,3 (108 students) 6-9 years; %29,1 of the students reported that they have been using the internet more than 10 years. Most of the students have been using the internet

27、 for 6-9 years according to the results.The frequency analysis for the place where the students get connected to the internet show that %31,3 (57 students) can access to the internet at home and %8,2 (15 students) use th

28、e internet at work or at school while %0,5 (1 student) goes to internet cafes. %1,6 (3 students) reported using common access areas. Most of the students have been using the internet at home according to the results.Acc

29、ording to the frequency results, the internet is used by students for doing research for work and school with %31,3 (57 students); for doing research for personal interests with %37,4 (68 students); for reading news and

30、current affairs with %14,3 (26 students), for communication purposes with %8,8 (16 students), for forming social relationships %1,1 (2 students); and for entertainment and games %7,1 (13 students). Most of the students s

31、eem to use the internet to do research on their personal interests.According to the frequency analysis results for the average internet use, %4,9 of the participants (9 students) reported not using the internet out of wo

32、rk and school ours while %2,2 (4 students) said they use the internet less than a day in a week. %1,6 (3 students) of the participants told they use the internet one day a week whereas %4,4 (8 students) use the internet