February 18, 2010

Case Brief: Dennis v. United States

Summary

The Alien Registration or Smith Act of 1940 (18 USC § 2385) makes it a criminal offense for anyone to advocate the overthrow of the United States Government.1 The leadership of the Community Party of the United States was indicted in Federal court for spreading Communist ideals, thereby advocating the end to the United States Government. In a 6-2 decision, the Supreme Court upheld the lower courts’ convictions, adapting the “clear and present danger” test. Both dissenting opinions questioned the validity of declaring the profession of an ideal different from teaching it in an academic setting.

Facts

Amid increasing pressure from the Republican Party to combat domestic Communism in addition to the Administration’s foreign policy toward the USSR, the Justice Department indicted the leadership of the Communist Part of the United States of America with violating provisions within the Smith Act.

Judge Harold Medina presided over the Federal District Court. The nine month long trial was characterized by questionable rulings on the admission and exclusion of evidence as well as dubious tactics used by both the defense and the prosecution. The trial concluded with the conviction of all eleven defendants.

The defense appealed to the Second Circuit Court of Appeals on the grounds of the questionable impartiality of both the judge and the jury, the informant witnesses used by the prosecution, on Medina’s conduct of the trial and the constitutionality of the Smith Act.

Issue

The Supreme Court granted certiorari only to the final appeal: the constitutionality of the Smith Act, specifically whether sections two or three violated the First Amendment and whether the same sections violated the First and Fifth Amendments due to indefiniteness.

"SEC. 2.

(a) It shall be unlawful for any person -

"(1) to knowingly or willfully advocate, abet, advise, or teach the duty, necessity, desirability, or propriety of overthrowing or destroying any government in the United States by force or violence, or by the assassination of any officer of any such government;

"(2) with intent to cause the overthrow or destruction of any government in the United States, to print, publish, edit, issue, circulate, sell, distribute, or publicly display any written or printed matter advocating, advising, or teaching the duty, necessity, desirability, or propriety of overthrowing or destroying any government in the United States by force or violence;

"(3) to organize or help to organize any society, group, or assembly of persons who teach, advocate, or encourage the overthrow or destruction of any government in the United States by force or violence; or to be or become a member of, or affiliate with, any such society, group, or assembly of persons, knowing the purposes thereof.

b) For the purposes of this section, the term `government in the United States' means the Government of the United States, the government of any State, Territory, or possession of the United States, the government of the District of Columbia, or the  government of any political subdivision of any of them.

"SEC. 3. It shall be unlawful for any person to attempt to commit, or to conspire to commit, any of the acts prohibited by the provisions of this title."

Holding

In a majority opinion written by Chief Justice Vinson, the Court affirmed the lower courts’ rulings in a 6-2 decision3 through a development of the “grave and probable danger test”, an adaptation of the “clear and present danger test” created by Justice Holmes in Schenk v. United States. Chief Judge Learned Hand interpreted the phrase as follows: "In each case [courts] must ask whether the gravity of the `evil,' discounted by its improbability, justifies such invasion of free speech as is necessary to avoid the danger." (341 US 494, 1951) Reed, Burton and Minton joined Vinson on the Court’s opinion. Frankfurter and Jackson wrote concurrences. Black and Douglas each wrote dissents.

Rationale

Vinson states in his opinion “Certainly those who recruit and combine for the purpose of advocating overthrow intend to bring about that overthrow.” (Section I) The Smith Act serves to protect the existing government “not from change by peaceable, lawful and constitutional means, but from change by violence, revolution and terrorism.” Further, Vinson states the argument for rebellion against dictatorial governments is “without force” due to the “existing structure … for peaceful and orderly change.”

Vinson cites Justice Holmes’ opinion for Schenk v. United States: “Writing for a unanimous Court, Justice Holmes stated that the “question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring about the substantive evils that Congress has a right to prevent.” “Obviously, [“clear and present danger”] cannot mean that before the Government may act, it must wait until the putsch is about to be executed, the plans have been laid and the signal is awaited. If Government is aware that a group aiming at its overthrow is attempting to indoctrinate its members and to commit them to a course whereby they will strike when the leaders feel the circumstances permit, action by the Government is required. ... In the instant case the trial judge charged the jury that they could not convict unless they found that petitioners intended to overthrow the Government "as speedily as circumstances would permit." This does not mean, and could not properly mean, that they would not strike until there was certainty of success. What was meant was that the revolutionists would strike when they thought the time was ripe.” (Section III)

Black’s dissent noted the nature of the indictment of Dennis and the Party leaders. “The indictment is that they conspired to organize the Communist Party and to use speech or newspapers and other publications in the future to teach and advocate the forcible overthrow of the Government. No matter how it is worded, this is a virulent form of prior censorship of speech and press, which I believe the First Amendment forbids. I would hold 3 of the Smith Act authorizing this prior restraint unconstitutional on its face and as applied.”

Douglas’s dissent noted the disconnect between the opinion of the Court and the circumstances of the case itself. “The opinion of the Court does not outlaw these texts nor condemn them to the fire, as the Communists do literature offensive to their creed. But if the books themselves are not outlawed, if they can lawfully remain on library shelves, by what reasoning does their use in a classroom become a crime? It would not be a crime under the Act to introduce these books to a class, though that would be teaching what the creed of violent overthrow of the Government is. The Act, as construed, requires the element of intent - that those who teach the creed believe in it. The crime then depends not on what is taught but on who the teacher is. That is to make freedom of speech turn not on what is said, but on the intent with which it is said. Once we start down that road we enter territory dangerous to the liberties of every citizen. … That ruling is in my view not responsive to the issue in the case. We might as well say that the speech of petitioners is outlawed because Soviet Russia and her Red Army are a threat to world peace.”

1 US CODE: Title 18,2385. Advocating overthrow of Government. (2009, November 8). LII | Legal Information Institute at Cornell Law School. Retrieved February 16, 2010, from http://www.law.cornell.edu/uscode/18/2385.html

January 29, 2010

The Future of Creative Works (Part 2)

Continue reading "The Future of Creative Works (Part 2)" »

January 28, 2010

Rethinking the Future of Creative Works (part 1)

Continue reading "Rethinking the Future of Creative Works (part 1)" »

November 30, 2009

How to Build a Better Password

In a previous post I described the main process by which I developed my long time password, how hackers use brute force attacks to find password and login combinations and eventually can steal your personal information.

The best way to avoid this situation is to create a strong password for each of your websites. Yes, that means each website needs its own password.

A few things to remember when making your password:


  1. Don't use real words – Crackers use dictionary generators as part of their first line of attack

  2. Always use a password with letters, numbers and symbols

  3. Use capital letters

  4. Use a different password for each website.

Some of the most used, and therefore most commonly checked passwords by hackers, are:


  1. Your partner, child, or pet's name, possibly followed by a 0 or 1 (because they're always making you use a number, aren't they?)

  2. The last 4 digits of your social security number.

  3. 123 or 1234 or 123456.

  4. password

  5. Your city, or college, football team name.

  6. Date of birth - yours, your partner's or your child's.

  7. god

  8. letmein

  9. money

  10. love

Bear in mind, a lot of this information can easily be found through a quick google search, or through facebook, for free. Or, a hacker could utilize an Intelius search and run a complete background search to find all the necessary information for a flat monthly fee.

November 29, 2009

My password is ux31wg!rmw527

It looks long and complicated, but it is actually a combination two assigned passwords from middle and high school. “ux31wg” was my middle school computer password; “rmw527” was assigned in high school for the same purpose.
When I came to college and was assigned a third password, I decided it was time to take my internet security into my own hands. I put the first two passwords together because I had them memorized from seven years of using them on a daily basis. Then, I added an exclamation point because any hacker, cracker or wannabe internet thief will tell you the first step to protecting your personal information is to include symbols in your passwords.
Due to the length (13 characters), complexity (combining letters, numbers and symbols) and the lack of consecutive letters or numbers I am extremely confident in my password security, I began using my password for every site that I used. From my email to my banking to my Audible account. Eventually, this password was used for everything. How could I be hacked, cracked or swindled into if I had such a strong password?

The easiest way for an unsavory character to breach my password is to use a brute force attack on one of the many sites that I use that does not have a strong security system, assuming that I use the same password and login combination for the less secure sites as I do for the more secure sites (such as banking or my email). This type of attack varies based on the combination of letters, numbers and symbols. Hence my full utilization of the alphanumeric possibilities and an exclamation point. See the table below for how long your password would take to crack. Note how drastically the simple addition of a symbol to a password will increase the amount of time required to crack an eight character password (from 2 days to 2 centuries.)

Password Length All Characters Only Lowercase
3 characters
4 characters
5 characters
6 characters
7 characters
8 characters
9 characters
10 characters
11 characters
12 characters
13 characters
14 characters
0.86 seconds
1.36 minutes
2.15 hours
8.51 days
2.21 years
2.10 centuries
20 millennia
1,899 millennia
180,365 millennia
17,184,705 millennia
1,627,797,068 millennia
154,640,721,434 millennia
0.02 seconds
.046 seconds
11.9 seconds
5.15 minutes
2.23 hours
2.42 days
2.07 months
4.48 years
1.16 centuries
3.03 millennia
78.7 millennia
2,046 millennia
Assumes average hacker's computer Assumes password is not in dictionary Source

So, my password was looking pretty good. Even if I was the subject of a brute force attack, any hacker would be required to spend 1.6 billion millennia to find combinations of passwords and logins that might work. Of course, the use of a botnet to reduce the amount of actual time spent.

Unfortunately for me, I was the subject of a phishing scam on Facebook and was forced to change my password on everything.

November 20, 2009

Web 2.0

I just wanted to say how much I’ve come to dislike this “Web 2.0” faux-meme. It’s not only vacuous marketing hype, it can’t possibly be right. In terms of qualitative changes of everyone’s experience of the Web, the first happened when Google hit its stride and suddenly search was useful for … everyone…. The second—syndication and blogging turning the Web from a library into an event stream—is in the middle of happening. So a lot of us are already on 3.0.
Tim Bray “Not 2.0”


Tim Bray’s, Director of Web Technologies at Sun Microsystems, main contention in his blog post on “Not 2.0” is that Tim O’Reilly’s broad brush of Web 2.0 as the present and long-term future of the Internet is an inaccurate representation of the ever-changing, ever-adapting atmosphere of the Internet culture. However, O’Reilly quickly rebutted Bray’s post with a blog post of his own, “Not 2.0?”, stating “We are quite arguably on 3.0 or even 8.0 if we’re thinking about the Internet compared to other software versioning.” Citing Kevin Kelly’s article in Wired Magazine, O’Reilly continues: “the key to success in this next stage of the web’s evolution is leveraging collective intelligence.”

Richard Miller sums up both arguments most completely, “Web 2.0 has become a catch-all buzzword used to describe a wide range of online activities and applications … [but] generally refers to using the Internet as an interactive social media.” (19) Web 2.0 can be defined in terms of an adaptation of the Push-Pull Information Model. (Hermans) Currently, the Internet is transitioning from a solitary Pull society to a bidirectional Push-Pull Society. With Web 2.0 elements implemented on a page, users are able to add input, rather than merely receive information. This “social media” element allows the users have a more rich experience online.

The four primary areas of Web 2.0 to focus on as cost-effective investments all fall within the social media aspect of Web 2.0. Distributive Collaborative Communities (DCCs) offer an opportunity for writers to express their opinions in a controlled form while allowing users to contribute to the conversation constructively. Implementing a product rating for a company allows the company to gather market research quickly and effectively at no expense. Media sharing presents a new market for sales apart from the traditional storefronts. Finally, social networking allows companies to connect with customers on a more personal level and gain comments on services and products rendered.

Distributive Collaborative Communities
With the advent of Blogger, LiveJournal and WordPress, any individual can create a blog to discuss what’s on their mind. Many do, some find a following, few monetize the operation. However, a true DCC involves multiple authors expressing their opinions or expertise on a given area and contributing those articles, or blog posts, to a single website, rather than personal blogs. These articles are then aggregated into a feed for users to browse. This model has been utilized for nearly a decade by Ars Technica, Forrester, Gizmodo or Techcrunch.

This model is superior to multiple personal blogs because it allows the company to maintain site traffic. This is important when attempting to sell advertising. If the users are leaving the companies main page for personal blogs, the overall site traffic number will be significantly lower, thus indicating a lower readership and requiring a lower investment from the advertiser.

Product Ratings
If a company is involved in selling their product directly from their website, the implementation of product ratings is a necessity. Not only will the company benefit from voluntary market research, but other customers will be able to see the reviews of each product and will make informed decisions before their purchase. Each informed decision decreases the likelihood of a negative reaction upon receipt of the product, thereby reducing the company’s overhead spent on placating upset customers. Further, this will allow the company to improve upon product deficiencies that they were completely unaware of had they not conducted the market research. This model is used by most market resellers, such as Amazon or NewEgg, but surprisingly few firsthand sellers.

Media Sharing
If a company is involved in graphic design, photography or artwork distribution, Web 2.0 media sharing services would open a new avenue for the company to distribute to customers. Rather than only targeting local or regional buyers, a small company or individual could become a global competitor with a camera and a website. This model has become extremely effective due to the services offered by Flickr and deviantART. Both sites allow users to post high resolution digital copies of artwork that cannot be copied without the artist’s permission. Each site also has mechanisms to sell the artwork to interested buyers.

Social Networking
Currently, companies are using social networking sites to connect with their customers in an effort to establish an atmosphere of “total customer responsiveness.” (Peters, 1988) Sites such as Facebook and Twitter allow the company to connect with their customers on a regular basis and receive daily feedback about services rendered. Further, Facebook in particular offers targeted advertising to users across the entire Facebook network of 300 million active user.

Conclusion
This is an exciting time to integrate any company’s market strategy into new era of the Internet, however there is a fine line that can easily be tripped over. O’Reilly relays a conversation he overheard at a conference: “[Company X] is so Web 1.0 and [Company Y] is so Web 2.0.” Not only did each member of the conversation know exactly what was meant, but most members of the Web 2.0 community would also completely understand as well. These services offer the most profitable and most likely to succeed areas in the changing Internet community.

"Web 2.0 is the era when people are recognizing that leadership in the computer industry has passed from traditional software companies to a new kind of internet service company. The net has replaced the PC as the platform that matters, just as the PC replaced the mainframe and minicomputer."
Tim O’Reilly “Not 2.0?”

References
Bray, T. (2006, September 7). Author. tbray.org. Retrieved November 19, 2009, from http://www.tbray.org/ongoing/misc/Tim

Bray, T. (2005, August 4). Not 2.0. Ongoing. Retrieved November 19, 2009, from http://www.tbray.org/ongoing/When/200x/2005/08/04/Web-2.0

Hermans, B. (2000, July 8). Section 3.1.2 - Information Push and Information Pull. Desperately Seeking: Helping Hands and Human Touch. Retrieved November 19, 2009, from http://www.hermans.org/agents2/ch3_1_2.htm

Miller, R. K. (2009). Consumer Use of the Internet & Mobile Web 2008. New York: rkma.com.
O'Reilly, T. (2005, August 4). Not 2.0?. O'Reilly Radar - Insight, Analysis, and Research About Emerging Technologies. Retrieved November 19, 2009, from http://radar.oreilly.com/archives/2005/08/not-20.html

Peters, T. J. (1988). Thriving on chaos: Handbook for a management revolution. NY: Bernard Geis Associates: Distributed By Random House.

November 09, 2009

Zinc-Air Batteries

ReVolt Technologies a subsidiary of SINTEF, "the largest independent research organisation in Scandinavia", has announced they have developed rechargeable zinc-air batteries.

(Metal)-air batteries are not new to the market. However, they are currently used for low power solutions, such as hearing aids, because an effective solution for recharging them has not been found.

According to ReVolt Technologies,

  • They can't deliver sufficient power
  • They lose a lot of power very quickly
  • The cell dry out, becoming useless after only a few months
  • There is no satisfactory way to recharge them


However, researchers at SINTEF have developed a process that effectively recharges the zinc-air battery.

Unlike conventional batteries, which contain all the reactants needed to generate electricity, zinc-air batteries rely on oxygen from the atmosphere to generate current.making them rechargeable has been a challenge. Inside the battery, a porous "air" electrode draws in oxygen and, with the help of catalysts at the interface between the air and a water-based electrolyte, reduces it to form hydroxyl ions. These travel through an electrolyte to the zinc electrode, where the zinc is oxidized--a reaction that releases electrons to generate a current. For recharging, the process is reversed: zinc oxide is converted back to zinc and oxygen is released at the air electrode. But after repeated charge and discharge cycles, the air electrode can become deactivated, slowing or stopping the oxygen reactions. This can be due, for example, to the liquid electrolyte being gradually pulled too far into the pores, Henriksen says. The battery can also fail if it dries out or if zinc builds up unevenly, forming branch-like structures that create a short circuit between the electrodes.
(via Technology Review)

November 02, 2009

Wireless Electricity

I'm sure more of you have seen the commercials for Powermat. If not, enjoy the low bräu humor.

We mentioned this briefly in a lecture for 620 with Dr. Kovac a few weeks ago, and his response to the matter was largely dismissive.

I believe Dr. Kovac used the word "embryonic" when referring to the Wireless Electricity movement. However, I would strongly disagree with that statement. Commercially, that statement may be true, however several product demonstrations have been shown to exhibit a much greater degree of true wireless electricity than the Powermat does.

Ed Giller demonstrated his WiTricity technology at the TED Global Conference 2009. In the ten minute video, (well worth your time, I promise) Mr. Giller, CEO, explains the history of his company, WiTricity and delves into the fundamentals of the technology.

If WiTricity is able to continue to develop and eventually reach the market, I believe we could replace many of the battery dependence in consumer electronics and eliminate the need for tangled wires in home installations.

Eventually, WiTricity could be developed to blanket metropolitan areas and essentially make batteries the true back-up, used only in emergency situations.

October 12, 2009

NSW to Provide Netbooks to High School Students

In a press release in April, the New South Wales Department of Education announced it will provide 240,000 netbooks over four years to high school students under the Australian Federal Government's Digital Education Revolution initiative. After the students complete their high school education, they will be able to keep the netbook for use at the university level.

Each computer is equipped with Windows 7, Adobe CS4 and Microsoft Office. Further, a spokesman for the Department of Education and Training also confirmed several other software applications will be included with the laptops, including GeoGebra, Dia, Audacity, Freemind and MuseScore. The netbooks have a 1.6 GHz processor, 2 GB of RAM, 160 GB HD and a 10.2” LCD WS VGA LCD screen.

Each netbook is protected with BIOS level tracking software that enables the administrators to remotely disable any machine if it is lost, stolen or sold. Even if the hard drive or operating system is changed, the machine would be totally useless to an unauthorized user. Additionally, each computer contains a passive RFID to track the computers in case they are lost or stolen.

More than 400 full-time technical support staff will be employed to help solve any problems with the laptops.

October 09, 2009

Information Renaissance

A recent (2007) MIT study found obsessive use of Smartphones (specifically BlackBerrys) increasingly became addicted to their phones, typically blurring the lines between "work" and "personal" time.

One specific individual became so attached to his BlackBerry leapt onto a train track to retrieve his phone after he dropped it. The individual was fine, but was surprised by his own actions following the incident.

A follow-up study noted by PC World found 90% of the individuals studied felt some degree of compulsion in their BlackBerry use. They reported using their phones not only during work hours, but also at church, the gym, the doctor's office and even at social gatherings despite the fact that the company did not require them to be on call.


As the Information Age continues to expand around us, we as humans become increasingly available. Our smartphones and even dumb phones make us targets of an endless onslaught of emails, text messages and tweets. The never ending beeps, rings, and customized ringtones shatter the most silent without a care.

I urge each and everyone of you to take a few moments to turn off, unplug once a day, week or month if you can and relax.

October 05, 2009

Plagiarism

A note on plagiarism in the confines of this fine educational institution.

The Student Code of Ball State University, under Section VII. Student Academic Ethics Policy Subsection 2.2, delineates the definitions and situations under which a student will be considered plagiarizing.

  • Submitting an assignment purporting to be the student’s original work which has been wholly or partly created by another person;
  • Presenting as one’s own work, ideas, representations or words of another person without customary and proper acknowledgment of sources;
  • Submitting as newly executed work, without faculty member’s prior knowledge and consent, one’s own work which has been previously presented for another class at Ball State University or elsewhere; (emphasis mine)
  • Knowingly permitting one’s work to be submitted by another person as if it were the submitter’s original work.
  • Falsely claiming to have completed work during an internship or class group assignment.
  • Cooperating with another person in academic dishonesty, either directly or indirectly as an intermediary agent or broker.
  • Knowingly destroying or altering another student’s work whether in written form, computer files, art work, or other format.
  • Aiding, abetting, or attempting to commit an act or action which would constitute academic dishonesty.
  • While I (believe I) understand the University's intentions in enforcing the emphasized policy, I question its validity.

    Should not the work of the student belong to the student to draw on as the student feels appropriate?

    Currently, the University's intellectual property policy (PDF Note: change the file name to ippolicy.pdf to read)

    ...Any student engaging in research or development of intellectual property subject to Ball State ownership under Sections 2.1(a)(2), 2.1(b), or 2.1(a)(1)

    So let's go back a little...

    2.1(a) The intellectual property was developed within the scope of employment and/ or by students as part of the student’s participation and receipt of instruction in any Ball State class, funded project or independent study, internship or practicum under the supervision and direction of a faculty or staff member as outlined in the discussion below regarding Student Ownership and/or in the course of, or pursuant to, a sponsored research agreement with Ball State; or 2.1(b)The intellectual property was developed with significant use of funds, other resources or facilities administered by Ball State, as defined in Section 2.1.2.

    So, to jump down to 2.1.2

    Generally, an invention, software, or other copyrightable material, mask work, trade secret or tangible research property will not be considered to have been developed using significant Ball State funds, resources or facilities if all of the following factors have been met:
    1. only a minimal amount (usually not exceeding $500) of unrestricted funds have been used; and
    2. the invention, software, or other copyrightable material, mask work, or tangible research property has been developed outside of the assigned area of research of the inventor/author, or as to students the intellectual property has been developed outside of a Ball State class, funded project or independent study, internship or practicum; and
    3. only a minimal amount of time has been spent using Ball State facilities or only insignificant facilities and equipment have been utilized; and
    4. the development has been made on the personal, unpaid time of the inventor/author.

    Back to the original quote...

    ...under a sponsored research agreement or under the supervision and direction of a faculty or staff member in connection with a class, funded project or independent study, internship, practicum or other program or activity subject to this Policy shall have no ownership interest in the resulting intellectual property.

    (emphases mine)

    Now, I know this has gotten a little confusing with the jumps and quotes, so let me paraphrase.

    Quite plainly, any work created by "Ball State faculty, students, staff, and others participating in Ball State programs, including visitors," (Section 2.1) for any program including class, work, organizations that involve a faculty or staff member, internships, etc belongs to the University. Hence, it may not be reproduced without permission. I posit this may be the foundation, or justification, of the plagiarism policy in the Student Code of Ethics.

    Now, this policy is something I will most likely break (edit: I have broken this policy, see: my post on Web 2.0, a paper drawn directly from Dr. Steele's seminar). I plan to post any applicable or worthwhile works from either Dr. Gillette's seminar or anything other seminar in the Center to this blog for your consumption.

    Items explicitly excluded from this IP Policy are theses and dissertations, however the University requires the student to grant the University a

    perpetual royalty-free, non-exclusive limited license and consent to reproduce, use and publicly distribute the thesis, dissertation and/or research report for the following limited purposes of Ball State: (1) institutional promotion and marketing; (2) educational and instructional; and (3) entries into appropriate competitions. (Section 2.1.5)

October 02, 2009

Women During the Renaissance

In the Renaissance times a Renaissance Woman was supposed to marry well, be loyal to her husband and give birth to boys. A Renaissance Man, on the other hand, had to be well-educated, have cultural grace, be a gentleman and understand the arts and sciences. He also had to have refinement, be of noble birth and have courage. (source)

Joan Kelly-Gadol argues in her essay Did Women Have a Renaissance?, although the Renaissance was a period of renewed culture, science, political development and art, only men benefited. At the time, women were expected to be chaste, submissive and good.