Case Study- Read the case study scenario, answer the questions below, and explain the rationale for your answer.

Glenna, age 38, lost leg function during a motor vehicle accident at age 16. She plays basketball at the community center and teaches aerobic classes for wheelchair-bound people three times a week. She manages a medical equipment rental business since her husband died. Business is not profitable. A physician’s referral was made to the public health department for a developmental assessment.

A nurse heard angry shouting as she stepped toward the porch of the tiny house with peeling paint. The nurse stepped over a broken tread and knocked on the weather-stained door at the end of a ramp. Suddenly a large man burst through the doorway tugging on a T-shirt and muttering. The nurse glanced past the fleeing man. Three children, ages 18 months, 4 years, and 6 years old, knelt on linoleum worn through to the wood. The TV blared a cartoon. No one heard her knock as the children stared at their mother who was crying and holding her cheek. The nurse knocked a second time on the open door and introduced herself. The woman wheeled around to face the other way.

“We are busy. Please come back later,” the woman spoke over her shoulder.

“Pick up the blocks, Chica. Make sure the back door is locked, Stephano and please make a peanut butter and jelly sandwich for your brother and sister.

Not now, Jon. She tells the youngest child, who is banging a block on her wheel.”

The nurse replies, “I can make another appointment, but it will only take a few minutes to assess Jonathan now that I am here. Your physician said you are concerned about his development. If you could answer a few questions I feel sure we can help you. I can help make the sandwiches while we talk.” The nurse’s scan of the living room located a stained spoon and knife near a broken mirror on the coffee table along with a towel, toys, and a magazine. Chica’s hair was uncombed. The boys’ hair hung to his shoulders and looked unwashed.

The mother pulled her robe together over her chest and folded her arms. “You can’t help. Jon is normal but different. You will ask a 100 questions, insult me, and then say there is nothing you can do, just like the doctor did. He made us wait 45 minutes and then says he is going to call someone else. We don’t need that kind of help. Jon is a smart boy with attention problems. I need to clean up. We don’t have time to talk right now.” She raised her voice. “Chica, pass me the cigarettes, will ya? Gracias.”

Jon continued banging his mother’s chair and vocalizing. The children stared at the nurse. Chica looked afraid. Stephano looked hopeful. His dirty pajamas ended well about the ankle.

1. Should Glenna consider herself disabled or at risk? Why? And should the nurse consider Glenna’s family at risk? Why?
2. What history questions will reveal predisposing, social, or enabling risk factors?
3. What community health nursing techniques could empower Glenna and her family?
4. How can the nurse avoid insulting the mother?

Part 1

M.A. is a 44-year-old man who presents to the family practice with complaints of sore throat, hoarseness, and a dry cough that worsens at night. He states that the cough started 6 days ago, and the sore throat and hoarseness began 3 days ago and appear to be getting worse The patient has a history of prediabetes, which is controlled through diet and exercise. Vital signs are T 99.5, P 58, R 16, and BP 110/55.

• 1. What subjective information should the nurse obtain?
• 2. The nurse is assessing the structures of the oral cavity. What are the physical features?

The nurse notes that the patient’s teeth are stained yellow and asks the patient about tobacco use. The patient states that he chews one bag of tobacco every other day.

• 3. What health promotion concepts should the nurse include in the teaching plan?
• 4.What is the most likely cause of this patient’s cough, sore throat, and hoarseness?

Part 2

M.A. is a 72-year-old female who presents to the family practice with her 40-year-old daughter. The daughter states that her mother has been confused lately, complaining of a headache, shortness of breath, and coughing. The cough has been persistent for 6 days, and a fever developed 2 days ago. The patient states that she is bringing up yellow-green mucus and has a cough, which gets worse at night. Vital signs are T 100.5, P 88, R 16, and BP 110/55. Lungs are positive bilaterally for wheezing, positive egophony. A chest x-ray reveals consolidation indicative of bacterial pneumonia. Labs and culture are pending for specific antigen. The nurse proceeds with the physical assessment of the head, face, neck, and associated lymphatic system.

• 1. When performing a review of systems, the nurse obtains subjective data concerning the patient’s headache. What specific questions will assist the nurse in determining the cause of the headache?

The nurse proceeds to palpate the lymph nodes.

• 2. Which lymph nodes are located in the neck?
• 3. When performing the physical assessment, what objective data should the nurse inspect and palpate for the head and neck?
• 4. How might the physical assessment vary given the patient’s age?

Part 3

M.A. is a 4-year-old boy who presents to the pediatrician’s office with pain in his right ear.

Subjective Data

Mom states that her son woke up in the middle of the night, crying, 2 nights ago. She gave the child ibuprofen, and he went back to sleep. Last night he woke up in pain, and he was inconsolable. She felt the physician should see him.
Attends preschool program
Lives with mother
Father estranged

Objective Data

TM appears inflamed—it is red and may be bulging and immobile
T = 100.3
Last ibuprofen 3 hours ago

Questions

1. What other assessments should be included for this patient?
2. What questions are appropriate for a patient presenting with earache?
3. What risk factors are associated with earaches for this age group?
4. From the readings, what is the difference between otitis media and otitis externa?
5. From the readings, what is the most probable cause of the earache in this patient?
6. What are three nursing diagnoses?
7. What interventions should be included in the nursing care plan?

Scholarship essay required questions:

Tell a story with three main parts:

1. What are the most significant challenges you have faced?

2. What accomplishments are you most proud of?

3. What will the scholarship mean to you/allow you to do?

4. Bonus: Can you connect your story in any way to the story of Martin Langan himself (story below)

——————

Try to connect yourself with Mark Langan. (Read below)

Mark Langan’s Bio:

Martin W. Langan was born in Reading, Pa., in 1907. His sweet temperament, combined with his love for candy, earned him the nickname “Fudge” as a child. That name stuck with him throughout his lifetime.

Following his graduation from high school, he commuted hours each day from Reading to Philadelphia to take night courses in business and accounting.

Lesson: Langan was dedicated to education/improving his future.

After receiving a certification, he worked as an accounting clerk at a large insurance company in Reading. He was there for 40 years until he reached a mandatory retirement age.

Lesson: Patient; hard worker

In his mid 20’s, while in a local hospital for an appendectomy, he met a young nurse, Mae Westley, who was to become his wife. Mae was also born in Reading and, like him, had taken night courses—in her case, to earn credits needed to enter nursing school. Martin and Mae were married for 54 years and had three children.

For decades, he arrived home like clockwork at 5:20 pm, and almost every day the family would sit down to dinner at 5:30.

Lesson: Family-oriented/dedicated to his family

He ate heartily, often finishing what was left on others’ plates. A quiet man with a generous belly, he loved his children unconditionally and would help them with the dishes before moving for the evening to a large rocking chair. There, he would watch TV, nap, smoke a cigar, organize his shopping coupons, and plan his bets for the office football pool.

Lesson: Organized, good at routines. Self care?

He went to church every week and took particular pleasure in priests who gave the shortest sermons. When teaching his son how to drive, he advised the boy to “Move along quietly,” and this directive became a guideline that has served his son ever since.

Lesson: religious

During all their years at home, his children never heard him swear or utter or a single word of disrespect for any race or religion. Once in the row house community where the Langan family lived, a mixed-race couple moved in next door. Neighbors came to Fudge, a respected elder in the neighborhood, to ask for help in driving the couple away. He refused, saying that Christians should not do such a thing, and his children bore silent witness.

Lessons: open-minded, kind to all people

Martin “Fudge” Langan died in 1992; his wife Mae Wesley Langan died in 1999. Their three children remember them as people who never put on airs, worked hard, moved along in life with quiet care and modesty, and did their best to live honest, decent lives.

Closing bullet points:

• Hard worker

• Humble/modest

• Caring

• Honest

• Kind

• Family-oriented

Your boss tells you to shred documents pertaining to a lawsuit against the company. Do you do it?

a) Who will be helped if you do it? .

b) Who will be hurt if you do it? .

c) What are the benefits of doing it? .

                                                                                                                                                                  .

d) What are the problems of doing it? .

                                                                                                                                                                  .

Your decision:

                                                                                                                                                                  .

A boy/girl that your best friend has a crush on asks you out on a date. Do you agree?

a) Who will be helped if you do it? .

b) Who will be hurt if you do it? .

c) What are the benefits of doing it? .

                                                                                                                                                                  .

d) What are the problems of doing it? .

                                                                                                                                                                  .

Your decision:

                                                                                                                                                                  .

You see someone getting bulled at school, and he yells out for your help. Do you help him out?

a) Who will be helped if you do it? .

b) Who will be hurt if you do it? .

c) What are the benefits of doing it? .

                                                                                                                                                                  .

d) What are the problems of doing it? .

                                                                                                                                                                  .

Your decision:

                                                                                                                                                                  .

A classmate offers you the answers to an upcoming exam. Do you take them?

a) Who will be helped if you do it? .

b) Who will be hurt if you do it? .

c) What are the benefits of doing it? .

                                                                                                                                                                  .

d) What are the problems of doing it? .

                                                                                                                                                                  .

Your decision:

                                                                                                                                                                  .

You catch a needy friend shoplifting food for her family. Do you report her?

a) Who will be helped if you do it? .

b) Who will be hurt if you do it? .

c) What are the benefits of doing it? .

                                                                                                                                                                  .

d) What are the problems of doing it? .

                                                                                                                                                                  .

Your decision:

                                                                                                                                                                  .

You have a student who is from a single parent family. The student must work to attend college. However, the job is interfering with the student’s performance and several assignments have not been turned in. You have determined that a “D” is all the student can make when a counselor informs you that the student need a “C” to qualify for an academic scholarship.’ What do you do? Your decision:

Your company has a firm policy regarding cases of theft of company property. Used company equipment is on a table to be sold by bid each month. You see a valued employee who is 2 months from retirement slip an electric drill from the table and put it in his car before the day of the sale. What do you do?  Your decision:

You have worked as a bank teller for several months when one of the other tellers who has become a good friend tells you that her daughter is extremely ill and that she must have an operation to survive. She also tells you that she has no insurance and the operation will cost $10,000. Sometime later you ask her about her daughter and she tells you she is just fine now. She then confides in you that she took $10,000.00 from a dormant account at the bank to pay for the operation. She assures you that she has already started paying it back and will continue to do so until it is all returned. What do you do?  Your decision:

You are the owner of a high-class restaurant, where dinner costs upwards of $70 per plate. You want your patrons to maintain “appropriate attire.”   Can you insist on this? How do you define “appropriate” for men and / or women? Your decision:

You are the owner of a local gas station. The sign on the door says “no shirt, no shoes, no service.” The Dalai Lama (the figurehead of Tibetan Buddhism) comes in to buy three hot dogs for a dollar. Do you serve him? Do you have to?

C++ Visual Studio 2019

Part A :

Program Description:

Write a program to generate a report based on input received from a text file. Suppose the input text file student_grades.txt contains the student’s Last name , First name, SSN, Test1, Test2, Test3 and Test4. (25%)

i.e.

Alfalfa   Aloysius   123-45-6789 40.0    90.0   100.0    83.0

Generate the output Report File student_final.txt in the following format :

LastName FirstName   SSN Test1   Test2   Test3   Test4 Average FinalGrade

i.e.

Alfalfa   Aloysius   123-45-6789 40.0    90.0   100.0    83.0    78.25 .0   C+

The program must be written to use the enum letterGrade :

enum letterGrade {A_PLUS,A, A_MINUS,B_PLUS,B, B_MINUS, C_PLUS,C, C_MINUS,D_PLUS,D, D_MINUS,F } ;

Use the following function prototype for deriving letter grade :

letterGrade deriveGrade(double average) ;

The average is calculated as follows : (test1 + test2 + test3 + test4)/4.0

The function deriveGrade should derive the letterGrade of the student based on the following grading scale :

Also provide the following function :

         string convertToText(letterGrade grade) ; //This function converts a letterGrade type to a string type.

Requirement :

• The namespace ‘gradeOpt’ definition should contain the following members :(15%)
  1. the enum letterGrade definition,
  2. deriveGrade(..) function prototype and
  3. convertToText(…) function prototype
• Add the namespace ‘gradeOpt ‘ to the grade.h header file and the namespace member function definitions to the file grade.cpp file. (10%)

Input text file student_grades.txt

Alfalfa   Aloysius   123-45-6789    90.0   100.0    83.0    49.0 
Alfred    Francis    123-12-1234    97.0    96.0    97.0    48.0 
Gerty     Gramma     567-89-0123    80.0    60.0    40.0    44.0
Android   Alexis     087-65-4321    23.0    36.0    45.0    47.0
Bumpkin   Fred       456-78-9012    78.0    88.0    77.0    45.0
Rubble    Betty      234-56-7890    90.0    80.0    90.0    46.0
Noshow    Cecil      345-67-8901    81.0    65.0     49.0   43.0
Buff      Bif        632-79-9939    20.0    30.0    40.0    50.0
Airpump   Andrew     223-45-6789    75.0    90.0    100.0   83.0
Backus    Jim        143-12-1234    85.0    97.0    96.0    97.0
Carnivore Art        565-89-0123    71.0    80.0    60.0    40.0
Dandy     Jim        087-75-4321    92.0    23.0    36.0    45.0
Elephant  Ima        456-71-9012    19.0    78.0    88.0    77.0
Franklin  Benny      234-56-2890    50.0    90.0    80.0    90.0
George    Boy        345-67-3901    40.0    11.0    91.0    84.0
Heffalump Harvey     632-79-9439    30.0    91.0    20.0    30.0

Once you have the dataset, please use knowledge gained in other business and/or economics classes to realize what topic and theory the data could relate and a research question that it could allow you to answer. More specifically, please put together an analysis by making sure your project report includes the following:

1. Brief statement of the research topic and problem. As you get the dataset from me, you would need to use some imagination what research problem that data could be related to. Nevertheless, please state very briefly (i.e. in one paragraph) what theory (research literature or textbooks related to business or economics) says about the research problem – e.g. is there some dilemma or controversy that your research will help to clarify.
2. Clearly worded research question that limits the research problem to researchable task. (This is a short sentence that ends with the question mark and it is suggested that you draw from theory (research literature / textbook knowledge) in one of the business studies field to word it!)
3. Please identify the type of data that you are working with – on what type of measurement scale(s) where the selected variables measured by the original data collectors. (As you work with the dataset given by me, use your educated guess).
4. Describe the data with the tools of descriptive statistics, using both numerical as well as graphical methods. In addition to reporting and commenting on the values central tendency and diagrams, please also justify the choice of method (e.g. why a particular kind of measure of central tendency was selected and the chosen graphic is appropriate to use in this context).
5. Justify the selection of the specific data analysis method of inferential statistics. Recommendation – use the decision tree (introduced in Ch. 9ff) to make the selection and justification of it. You should look up also the assumptions and comment how your data meets them but I will not penalize you if it does not meet all the criteria. Nevertheless, please make sure that you include the basic information about distribution of the variables – are they more or less normally distributed (use both numerical as well as graphical methods). It is required that you restrict the choice of data analysis method(s) to the ones introduced in the class. (In addition to the fact that we covered only the most basic / frequently used methods in class, also the spreadsheet program (Excel) which the textbook is based on and that I presented during the course, has limited set of methods available).
6. Formulate the null and research (alternative) hypothesis – similarly to point 2 it is recommended that you word them on the basis of research literature / textbook knowledge in one of the business studies field that you know);
7. Determine the test criteria:

7.1. Specify the level of significance (Type I error associated with the null hypothesis),

7.2. Determine the test statistic (the appropriate statistical test as mentioned under point 5 above),

7.3. Determine the critical values (and region(s) if applicable),

8. Calculate the value of the test statistic (obtained value).
9. Make a decision about the null and research hypothesis by comparing the obtained value to the critical value and interpret the results of the data. You can pay attention also to the p-values.
10. Sum up you research report by relating the statistical test result(s) to the research question and theory that you set to test.

DATA :

The question I have is that I want to draw without having to drag and then clicking the button whether I want a line or rectangle. It should work first by hitting either the line or rectangle button and then making a drag on the panel with mouse, then after releasing the drag it creates the graphic.

Here is my current code.

package Mod1;
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;

class paintGUI extends JComponent {

    // Image in which we're going to draw
    private Image image;
    // Graphics2D object ==> used to draw on
    private Graphics2D g2;
    // Mouse coordinates
    private int currentX, currentY, oldX, oldY;

    public paintGUI() {
        setDoubleBuffered(false);
        addMouseListener(new MouseAdapter() {
            public void mousePressed(MouseEvent e) {
                // save coord x,y when mouse is pressed
                oldX = e.getX();
                oldY = e.getY();
                System.out.println("Mouse pressed");
            }
        });

        addMouseMotionListener(new MouseMotionAdapter() {
            public void mouseDragged(MouseEvent e) {
                System.out.println("Mouse dragged");

                // coord x,y when drag mouse
                currentX = e.getX();
                currentY = e.getY();
            }
        });
    }

    protected void paintComponent(Graphics g) {
        if (image == null) {
            // image to draw null ==> we create
            image = createImage(getSize().width, getSize().height);
            g2 = (Graphics2D) image.getGraphics();

            // clear draw area
            clear();
        }

        g.drawImage(image, 0, 0, null);
        repaint();
    }

    // now we create exposed methods
    public void clear() {
        g2.clearRect(0, 0, getSize().width, getSize().height);
        repaint();
    }

    public void thin() {
        g2.setStroke(new BasicStroke(3));
    }

    public void thick() {
        g2.setStroke(new BasicStroke(10));
    }

    public void red() {
        // apply red color on g2 context
        g2.setPaint(Color.red);
    }

    public void black() {
        g2.setPaint(Color.black);
    }

    public void magenta() {
        g2.setPaint(Color.magenta);
    }

    public void drawLine() {
        System.out.println("Drawing line");
        g2.drawLine(oldX, oldY, currentX, currentY);
        repaint();
    }

    public void drawRectangle() {
        System.out.println("Drawing rectangle");
        g2.drawRect(oldX, oldY, Math.abs(currentX - oldX), Math.abs(currentY - oldY));
        g2.fillRect(oldX, oldY, Math.abs(currentX - oldX), Math.abs(currentY - oldY));
        repaint();
    }

}

public class GUIPaint {

    JButton clearBtn, blackBtn, redBtn, magentaBtn, filledRectangleBtn, lineBtn, thinBtn, thickBtn;
    paintGUI paintGUI;
    ActionListener actionListener = new ActionListener() {

        public void actionPerformed(ActionEvent e) {
            if (e.getSource() == clearBtn) {
                paintGUI.clear();
            } else if (e.getSource() == thinBtn) {
                paintGUI.thin();
            } else if (e.getSource() == thickBtn) {
                paintGUI.thick();
            } else if (e.getSource() == blackBtn) {
                paintGUI.black();
            } else if (e.getSource() == redBtn) {
                paintGUI.red();
            } else if (e.getSource() == magentaBtn) {
                paintGUI.magenta();
            } else if (e.getSource() == filledRectangleBtn) {
                paintGUI.drawRectangle();
            } else if (e.getSource() == lineBtn) {
                paintGUI.drawLine();
            }
        }
    };

    public static void main(String[] args) {
        new GUIPaint().show();
    }

    public void show() {
        // create main frame
        JFrame frame = new JFrame("Swing Paint");
        Container content = frame.getContentPane();
        // set layout on content pane
        content.setLayout(new BorderLayout());
        // create draw area
        paintGUI = new paintGUI();

        // add to content pane
        content.add(paintGUI, BorderLayout.CENTER);

        // create controls to apply colors and call clear feature
        JPanel controls = new JPanel();

        clearBtn = new JButton("Clear");
        clearBtn.addActionListener(actionListener);
        blackBtn = new JButton("Black");
        blackBtn.addActionListener(actionListener);
        redBtn = new JButton("Red");
        redBtn.addActionListener(actionListener);
        magentaBtn = new JButton("Magenta");
        magentaBtn.addActionListener(actionListener);

        lineBtn = new JButton("Line");
        lineBtn.addActionListener(actionListener);
        filledRectangleBtn = new JButton("Filled Rectangle");
        filledRectangleBtn.addActionListener(actionListener);

        thickBtn = new JButton("Thick Line");
        thickBtn.addActionListener(actionListener);
        thinBtn = new JButton("Thin Line");
        thinBtn.addActionListener(actionListener);

        controls.add(lineBtn);
        controls.add(filledRectangleBtn);
        controls.add(thinBtn);
        controls.add(thickBtn);
        controls.add(blackBtn);
        controls.add(redBtn);
        controls.add(magentaBtn);
        controls.add(clearBtn);

        // add to content pane
        content.add(controls, BorderLayout.NORTH);

        frame.setSize(800, 800);
        // can close frame
        frame.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
        // show the swing paint result
        frame.setVisible(true);

    }

}

Rachael Tomkins is 55 years old and is a certified practising accountant. She works part time and lives with her husband Paul, aged 64 and daughter Marie, aged 17. Her grandmother Jean aged 90, lives in a small flat at the back of their house and her mother Mary, aged 72 lives in an Over 55s housing unit nearby. In her early 20s Rachael’s father, a Vietnam Veteran, committed suicide. Rachael is described by her family as reliable and caring. She has a small group of friends from her local parish church. Rachael has regular contact with her GP to manage her Diabetes Type 2. She is prescribed metformin and has been trying to lose weight. She also sees a psychiatrist Dr Lianne Yu for management of her symptoms of schizophrenia. She is prescribed Olanzapine and Lithium. She was diagnosed with schizophrenia in her early 20’s when she was studying at university. She was hospitalised with acute psychosis several times before her symptoms were stabilised. She was able to complete her university degree and has worked part time. The last time she experienced acute psychosis was 17 years ago, just after the birth of her daughter. Her symptoms stabilised, and she has been maintained in recovery for almost 15 years. This year has been a particularly challenging year for Rachael. Both her husband’s parents passed away within months of each other, her daughter commenced Year 12 and her grandmother had an infection in her middle toe, which resulted in a series of trips to the doctor, hospitalisation and finally amputation of the affected toe. Rachael has become irritable with her family, and has developed erratic sleeping patterns, a lack of interest in grooming, and avoided social interactions with her friends or family. She complained to them that her neighbours were spying on her. In the 48 hours before she was admitted to hospital two incidents escalated Rachael’s need for professional help. In the first episode she yelled and threatened the neighbour across the fence. She accused him of spying on her with a ‘trackamanometer’. Her husband intervened and took her back into the house. In the second incident later that day, Rachael started screaming at her family to evacuate the house because they would be bombed. Rachael insisted the news reader on the TV was giving her this important information and they must all get out of the house. Rachael ran onto the road. A concerned neighbour called the police, who were able to convince her to accompany them to the hospital. She was met by her psychiatrist Dr Yu who reports the following -Rachael is dishevelled, dressed in pyjama top and tract pants, no shoes, she has an exacerbation of auditory hallucinations, with persecutory delusions and disorganised thinking. Rachael agrees to be admitted because she says ‘I’m frightened’. Rachael is admitted for inpatient psychiatric care.
In hospital, Rachael is argumentative and resistive to staff interactions and interventions, and her family are frightened and bewildered by her dramatic deterioration.

1. Identify, from the case study, the positive, negative and cognitive symptoms of schizophrenia experienced by Rachael at this presentation to the mental health service and discuss her prognosis and recovery;
2. Considering the case study, outline some common challenges and nursing interventionsassociated with the clinical presentation of a person who has been diagnosed with schizophrenia;
3. Identify the two psychotropic medicationsprescribed for the treatment of the symptoms of schizophrenia experienced by Rachael, and consider the importance of effective monitoring, consumer experiences (side effects) and safety factors;
4. Draw an ecomap to make a pictorial display of Rachael’s family relationships and medical history; Summarise key features of the ecogram for Rachael and her family and their environment (identify family and community connections, strength and quality (supportive/not supportive) of connections between individuals and community support networks/institutions( Refer to the required text Chapter 22 for more information about Genograms and Ecograms).;
5. Develop three questionsyou would ask Rachael during an interview to complete an MSE. They could be from any MSE area. Explain the reasonyou would ask these questions.
6. Complete a risk assessment(template in this tutorial outline);
7. Rachael will be admitted to the mental health inpatient unit. Write a nursing care planbased on a nursing diagnosis.

Task: Read the case study below and answer the following questions.
Case Study: The Reveton Ransomware Attacks
In August 2012, the Internet Crime Complaint Center (IC3), a partnership between the FBI and the National White Collar Crime Center, was inundated with reports of a new type of cybercrime. Victims across the United States reported that while searching the Internet, their computers locked up, and they received the following message, purportedly from the FBI: “This operating system is locked due to the violation of the federal laws of the United States of America! (Article 1, Section 8, Clause 8; Article 202; Article 210 of the Criminal Code of U.S.A. provides for a deprivation of liberty for four to twelve years.)” The message then accused the victim either of visiting pornography Web sites or of distributing copyrighted content. Victims were told they could unlock their computers and avoid prosecution by paying a fine of $200 within 72 hours of receiving the message. The message came replete with the official FBI logo.
The incident pointed to a steep rise in ransomware attacks. Ransomware is malware that disables a computer or smartphone until the victim pays a fee, or ransom. Unlike other viruses, the Reveton version of ransomware is not activated by opening a file or an attachment. Rather it is an example of “drive-by malware,” viruses that download automatically when a user visits an infected Web site.
The FBI immediately issued an alert, but within a month, cybersecurity experts had identified 16 variants of the ransomware. These viruses had infected 68,000 unique IP addresses. It is estimated that on an average day, about 170 victims paid the $200 fee and received valid unlock codes. The compromised computers could not be fixed through the installation or updating of antivirus software because the computer was locked. Because so many home PC owners fail to back up their systems regularly, many victims faced losing a significant amount of data. The $200 fee itself was low enough to encourage payment. A visit to a professional IT service to repair the damage could potentially cost the same amount and take more time to resolve. A quick payment through a prepaid money card system, such as MoneyPak, could save the victim a lot of trouble.
The United States was not the first country to be hit by these attacks. In early 2012, criminal gangs targeted France, Germany, and the United Kingdom. Ransomware attacks first broke out in Russia in 2009. Since that time, they have spread to almost every country on the globe, hitting the United States and Japan especially hard. Symantec, an IT security company, estimates that gangs are extorting over $5 million per year from online victims. The rise of ransomware attacks is, no doubt, due in part to their success. In France, for example, almost 4 percent of victims coughed up the ransom money during a non-Reveton scam.
The Reveton ransomware is delivered by the popular Russian-language Citadel malware toolkit. The latest version of Citadel can also grab passwords from Web browsers and change Web sites to trick users into handing over their login information.
In December 2012, the United Kingdom arrested three people they believed were involved in the Reveton ransomware attacks. Finding the perpetrators, however, is unusual and is not the most effective way to combat this crime. Law enforcement agencies and IT security companies have urged the public to take measures to prevent themselves from falling victim to such attacks—by keeping software such as Java, Acrobat Reader, Adobe Flash, Windows, and their browser software updated. An early Reveton ransomware attack made use of a vulnerability in a version of Java that had just been patched a month prior. Computer users can also avoid infections by using security software that identifies suspicious Web sites, and by not clicking online ads from dubious companies. Perhaps, however, the best way to avoid the spread of these attacks is to encourage victims to report the crime and to refuse to comply with the ransom demands.

Questions for the Homework
1-Why are ransomware attacks on the rise?
2-What can you do to prevent ransomware attacks on your own computer?
3-How do you think victims should respond to ransomware attacks?
4-Do the victims have an ethical obligation to future victims? If yes, why? If no, why?