Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they have stolen a victim’s identity. To help you understand this process, we have created the “identity theft cycle.” Although some fraudsters perpetrate their frauds in slightly different ways, most generally follow the stages in the cycle shown in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen information.
2. Second dimensional actions—Larger thefts, often involving personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering and information verification. This is the first step in the identity theft cycle because all other actions the perpetrator takes depend upon the accuracy and effectiveness of the discovery stage. A powerful discovery stage constitutes a solid foundation for the perpetrator to commit identity theft. The smarter the perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can to gather a victim’s information. Examples of discovery techniques include such information-gathering techniques as searching trash, searching someone’s home or computer, stealing mail, phishing, breaking into cars or homes, scanning credit card information, or using other means whereby a perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses various means to verify the information already gathered. Examples include telephone scams, where perpetrators call the victim and act as a representative of a business to verify the information gathered (this is known as pretexting), and trash searches (when another means was used to gather the original information). Although some fraudsters may not initially go through the information verification process, they will eventually use information verification procedures at some point during the scam. The scams of perpetrators who don’t verify stolen information are usually shorter and easier to catch than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle. It involves two activities: accumulating documentation and devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators use to obtain needed tools to defraud the victim. For example, using the information already obtained, perpetrators may apply for a bogus credit card, fake check, or driver’s license in the victim’s name. Although the perpetra.
Avoid becoming a victim of the most common financial crimes. Learn valuable proactive steps you can take to protect yourself, your family and your business.
Protecting your privacy, identity and financial information online is critically important in today’s Internet economy. Last year, 13.1 million Americans were victims of identity theft. I have no plans on joining this group, which is what inspired us to create our latest Zing blog guide – Identity 101.
Company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Torts, Crimes and BusinessChapter 7 & 8Intent vs.docxedwardmarivel
Torts, Crimes and Business
Chapter 7 & 8
Intent vs. AccidentIntent: b. The state of mind with which an act is done. 2a: clearly formulated or planned intention.Accident: 1a: an event occurring by chance or arising from unknown cause. b. Lack of intention or necessity. c: an unexpected happening causing loss or injury which is not due to any fault or misconduct on the part of the person injured but from the consequences of which he may be entitled to some legal relief. Webster’s New Collegiate Dictionary
Intent DefinedMens rea: A guilty mind. The mental state accompanying a forbidden act. For an act to constitute a criminal offense, the act usually must be illegal and accompanied by a requisite mental state.Scienter: Previous knowledge of an operative state of fact. Knowingly or with guilty knowledge. Making false statements intentionally to deceive or with what is recognized as the legal equivalent to a deliberately fraudulent intent to deceive. Blacks Law Dictionary
Tort: Twisted Behavior
“n. from French for "wrong," a civil wrong or wrongful act, whether intentional or accidental, from which injury occurs to another. Torts include all negligence cases as well as intentional wrongs which result in harm.”
http://dictionary.law.com/default2.asp?selected=2137&bold=||||
See Video on Twisted Behavior
Intentional Torts
Intentional torts against personsAssaultBatteryFalse imprisonmentDefamation of characterInvasion of the right to privacyIntentional infliction of emotional distressMalicious prosecution
Intentional torts against propertyTrespass to landTrespass to and conversion of personal property
Trespass
Business TortsEntering certain businesses and professions without a license(Conducting Business with a license)Intentional misrepresentation (fraud)Civil RICO – Racketeering Influenced and Corrupt Organization Act
Elements of Unintentional Torts (Negligence)
To be successful in a negligence lawsuit, the plaintiff must prove:the defendant owed a duty of care to the plaintiffthe defendant breached this duty of carethe plaintiff suffered injurythe defendant’s negligent act caused the plaintiff’s injury
Special Negligence DoctrinesNegligence per seRes ipsa loquiturDram shop actsSocial host liabilityGuest statutesGood Samaritan lawsFireman’s rule“Danger invites rescue” doctrineLiability of common carriers and innkeepersLiability of landowners
Defenses Against NegligenceAssumption of the riskContributory negligenceComparative negligenceSuperseding event
Crimes and Business
Classification of CrimesFelonies – Major offences punishable by jail time from one year - to life sentences. Crimes include arson, burglary, grand theft, murder, rape…
Misdemeanors – Minor offenses that are punishable by confinement up to one year, a fine or both. Misdemeanors include: public intoxication, speeding, vandalism.
Violations – Infractions. Generally in fines only. Examples include disturbing the peace, illegal g ...
Avoid becoming a victim of the most common financial crimes. Learn valuable proactive steps you can take to protect yourself, your family and your business.
Protecting your privacy, identity and financial information online is critically important in today’s Internet economy. Last year, 13.1 million Americans were victims of identity theft. I have no plans on joining this group, which is what inspired us to create our latest Zing blog guide – Identity 101.
Company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Torts, Crimes and BusinessChapter 7 & 8Intent vs.docxedwardmarivel
Torts, Crimes and Business
Chapter 7 & 8
Intent vs. AccidentIntent: b. The state of mind with which an act is done. 2a: clearly formulated or planned intention.Accident: 1a: an event occurring by chance or arising from unknown cause. b. Lack of intention or necessity. c: an unexpected happening causing loss or injury which is not due to any fault or misconduct on the part of the person injured but from the consequences of which he may be entitled to some legal relief. Webster’s New Collegiate Dictionary
Intent DefinedMens rea: A guilty mind. The mental state accompanying a forbidden act. For an act to constitute a criminal offense, the act usually must be illegal and accompanied by a requisite mental state.Scienter: Previous knowledge of an operative state of fact. Knowingly or with guilty knowledge. Making false statements intentionally to deceive or with what is recognized as the legal equivalent to a deliberately fraudulent intent to deceive. Blacks Law Dictionary
Tort: Twisted Behavior
“n. from French for "wrong," a civil wrong or wrongful act, whether intentional or accidental, from which injury occurs to another. Torts include all negligence cases as well as intentional wrongs which result in harm.”
http://dictionary.law.com/default2.asp?selected=2137&bold=||||
See Video on Twisted Behavior
Intentional Torts
Intentional torts against personsAssaultBatteryFalse imprisonmentDefamation of characterInvasion of the right to privacyIntentional infliction of emotional distressMalicious prosecution
Intentional torts against propertyTrespass to landTrespass to and conversion of personal property
Trespass
Business TortsEntering certain businesses and professions without a license(Conducting Business with a license)Intentional misrepresentation (fraud)Civil RICO – Racketeering Influenced and Corrupt Organization Act
Elements of Unintentional Torts (Negligence)
To be successful in a negligence lawsuit, the plaintiff must prove:the defendant owed a duty of care to the plaintiffthe defendant breached this duty of carethe plaintiff suffered injurythe defendant’s negligent act caused the plaintiff’s injury
Special Negligence DoctrinesNegligence per seRes ipsa loquiturDram shop actsSocial host liabilityGuest statutesGood Samaritan lawsFireman’s rule“Danger invites rescue” doctrineLiability of common carriers and innkeepersLiability of landowners
Defenses Against NegligenceAssumption of the riskContributory negligenceComparative negligenceSuperseding event
Crimes and Business
Classification of CrimesFelonies – Major offences punishable by jail time from one year - to life sentences. Crimes include arson, burglary, grand theft, murder, rape…
Misdemeanors – Minor offenses that are punishable by confinement up to one year, a fine or both. Misdemeanors include: public intoxication, speeding, vandalism.
Violations – Infractions. Generally in fines only. Examples include disturbing the peace, illegal g ...
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Helpful information about what identity theft is, how to help prevent it and protect yourself from it. Designed for readers with limited knowledge. Easy to understand and share with audiences starting at age 13.
Of all the forms of finance finance crimes discussed, which do you c.pdfaryan041
Of all the forms of finance finance crimes discussed, which do you consider the most serious,
and why? Are there any forms of finance crime that you do not think should be considered a
crime? If so, why?
Solution
Fraud and financial crimes are a form of theft/larceny that occur when a person or entity takes
money or property, or uses them in an illicit manner, with the intent to gain a benefit from it.
These crimes typically involve some form of deceit, subterfuge or the abuse of a position of trust,
which distinguishes them from common theft or robbery. In today\'s complex economy, fraud
and financial crimes can take many forms. The resources below will introduce you to the more
common forms of financial crimes, such as forgery, credit card fraud, embezzlement and money
laundering.« Show Less
Debit/Credit Card Fraud
Debit and credit card fraud also occurs when an individual has an intent to fraudulently obtain
money, goods, or services by using the access card of a cardholder who has not authorized its
use. Common examples of credit or debit card fraud include using someone else\'s credit or debit
card without that person\'s consent, using your own credit or debit card knowing that it has been
revoked or expired or that your available balance is less than the purchase price, and using a
stolen or fraudulent credit or debit card to receive money, goods or services.
Forgery
The crime of forgery occurs when, with the intent to defraud, a person executes, alters or
publishes a writing without the owner\'s knowledge or consent. This can also happen if s/he
fraudulently makes a writing and holds it out to be the work of another. A \"writing\" can include
money, coins, credit cards, checks, bank drafts, stock certificates, bonds, wills and deeds.
Wire Fraud
The crime of wire fraud occurs when someone voluntarily and intentionally uses an interstate
communications device (such as a telephone or the internet) as a part of any scheme to defraud
another of property, or anything else of value. For example, if you try to sell property you do not
own, and in your attempt you use a your smartphone to send an email to someone trying to
convince that person to purchase the land, you commit wire fraud. Wire fraud is a federal crime
with serious potential consequences.
Types of Insurance Fraud
Insurance fraud is stealing. Simply put, insurance fraud is lying for the purpose of getting more
money from an insurance company, whether it is auto insurance, life insurance, or any other kind
of insurance. There are two types of insurance fraud: soft and hard fraud. An example of soft
fraud is getting into a motorcycle accident and claiming your injuries are worse than they really
are for financial gain. An example of hard fraud would be getting into that same motorcycle
accident on purpose so that you can claim the insurance money..
The Identity Theft Checklist – Guidance for the general public.nz- Mark - Fullbright
All product and company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Identity theft happens whenever someone uses your personal identification to commit fraud or other types of crimes. They may use your name, credit card number, or your Social Security number (or other identifying information).
According to the Federal Trade Commission (FTC) in the United States, some 9 million Americans have their identities stolen every year. They also state that identity theft is likely to affect most people in some way. The thief may rent an apartment using someone else's name. He/She may open a line of credit or use your own line of credit for his/her buying needs. He/She may apply for a job using your identification.
here's a video that will help you: https://oke.io/BwCr4LGX
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
A slide show that I compiled for my post master's certificate program, through Northcentral University, in Business Administration, with a specialization on Advanced Accounting. This is assignment 5 Consumer Fraud Prevention.
Identity Theft 101: How It Happens & What You Can Do To Prevent ItIdentityForce
Your information is everywhere and criminals, such as hackers, who’ve stolen as many as 1.2 billion passwords in one crime spree, know how to get to it. Our new Identity Theft 101 infographic discusses the different types of identity theft, explains exactly how identity theft occurs, and what you can do to prevent it. Don’t leave yourself unprotected!
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docxjesssueann
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docxjesssueann
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
More Related Content
Similar to Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Helpful information about what identity theft is, how to help prevent it and protect yourself from it. Designed for readers with limited knowledge. Easy to understand and share with audiences starting at age 13.
Of all the forms of finance finance crimes discussed, which do you c.pdfaryan041
Of all the forms of finance finance crimes discussed, which do you consider the most serious,
and why? Are there any forms of finance crime that you do not think should be considered a
crime? If so, why?
Solution
Fraud and financial crimes are a form of theft/larceny that occur when a person or entity takes
money or property, or uses them in an illicit manner, with the intent to gain a benefit from it.
These crimes typically involve some form of deceit, subterfuge or the abuse of a position of trust,
which distinguishes them from common theft or robbery. In today\'s complex economy, fraud
and financial crimes can take many forms. The resources below will introduce you to the more
common forms of financial crimes, such as forgery, credit card fraud, embezzlement and money
laundering.« Show Less
Debit/Credit Card Fraud
Debit and credit card fraud also occurs when an individual has an intent to fraudulently obtain
money, goods, or services by using the access card of a cardholder who has not authorized its
use. Common examples of credit or debit card fraud include using someone else\'s credit or debit
card without that person\'s consent, using your own credit or debit card knowing that it has been
revoked or expired or that your available balance is less than the purchase price, and using a
stolen or fraudulent credit or debit card to receive money, goods or services.
Forgery
The crime of forgery occurs when, with the intent to defraud, a person executes, alters or
publishes a writing without the owner\'s knowledge or consent. This can also happen if s/he
fraudulently makes a writing and holds it out to be the work of another. A \"writing\" can include
money, coins, credit cards, checks, bank drafts, stock certificates, bonds, wills and deeds.
Wire Fraud
The crime of wire fraud occurs when someone voluntarily and intentionally uses an interstate
communications device (such as a telephone or the internet) as a part of any scheme to defraud
another of property, or anything else of value. For example, if you try to sell property you do not
own, and in your attempt you use a your smartphone to send an email to someone trying to
convince that person to purchase the land, you commit wire fraud. Wire fraud is a federal crime
with serious potential consequences.
Types of Insurance Fraud
Insurance fraud is stealing. Simply put, insurance fraud is lying for the purpose of getting more
money from an insurance company, whether it is auto insurance, life insurance, or any other kind
of insurance. There are two types of insurance fraud: soft and hard fraud. An example of soft
fraud is getting into a motorcycle accident and claiming your injuries are worse than they really
are for financial gain. An example of hard fraud would be getting into that same motorcycle
accident on purpose so that you can claim the insurance money..
The Identity Theft Checklist – Guidance for the general public.nz- Mark - Fullbright
All product and company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
Identity theft happens whenever someone uses your personal identification to commit fraud or other types of crimes. They may use your name, credit card number, or your Social Security number (or other identifying information).
According to the Federal Trade Commission (FTC) in the United States, some 9 million Americans have their identities stolen every year. They also state that identity theft is likely to affect most people in some way. The thief may rent an apartment using someone else's name. He/She may open a line of credit or use your own line of credit for his/her buying needs. He/She may apply for a job using your identification.
here's a video that will help you: https://oke.io/BwCr4LGX
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
company names mentioned herein are for identification and educational purposes only and are the property of, and may be trademarks of, their respective owners.
A slide show that I compiled for my post master's certificate program, through Northcentral University, in Business Administration, with a specialization on Advanced Accounting. This is assignment 5 Consumer Fraud Prevention.
Identity Theft 101: How It Happens & What You Can Do To Prevent ItIdentityForce
Your information is everywhere and criminals, such as hackers, who’ve stolen as many as 1.2 billion passwords in one crime spree, know how to get to it. Our new Identity Theft 101 infographic discusses the different types of identity theft, explains exactly how identity theft occurs, and what you can do to prevent it. Don’t leave yourself unprotected!
Major Benefits and Drivers of IoT.Background According to T.docxjesssueann
Major Benefits and Drivers of IoT.
Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI).
Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc.
ISBN-13: 978-0-13-519201-6
Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly.
Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word
.
Major Assessment 2 The Educated Person” For educators to be ef.docxjesssueann
Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper:
1. Introduction
2. Vision of learning and the educated person (critical knowledge, skills, dispositions)
3. Role of the teacher in providing an effective instructional program and applying best practices to student learning
4. Critical issues in promoting the success of all students and responding to diverse community needs
5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes
6. Conclusion
7. References
.
Major Assessment 4 Cultural Bias Investigation Most educators agree.docxjesssueann
Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.
Maintaining privacy and confidentiality always is also vital. Nurses.docxjesssueann
Maintaining privacy and confidentiality always is also vital. Nurses handle information that if misplaced can expose patient’s unnecessarily and thus cause a breach in confidentiality. Such information can include drug use, sexual activity and history of mental illness (Masters, 2020). Conversations regarding patient care and condition must be private and involve only those in direct care. A violation of patient’s privacy can result in fines and employment termination
.
Macro Presentation – Australia Table of ContentOver.docxjesssueann
Macro Presentation – Australia
Table of Content:
Overview
Nominal GDP & Real GDP
GDP/Capita
Inflation rate
Exports & Imports
Unemployment Rate & Labor force
labor force participation & composition of labor force
Money Supply
pie-chart (composition of the economy)
strengths and weaknesses of this economy
Overview:
sixth-largest country in the world.
Australia is a continent & an island
located in Oceania
Population: 25.2 million
Australia is one of the wealthiest Asia
the world’s 14th largest (economically)
Overview:
GDP :
$1.3 trillion
2.8% growth
2.6% 5-year compound annual growth
$52,373 per capita
Unemployment: 5.4%
Inflation (CPI): 2.0%
Characterized by: diverse services, technology sectors & low government debt
five key reasons for investing in Australia: Robust Economy, Dynamic Industries, Innovation and Skills, Global Ties and Strong Foundations & compares Australia’s credentials with other countries.
GDP:
Nominal GDP & Real GDP:
Nominal GDP:
1.434 trillion
Real GDP:
45439.30 $
GDP/Capita:
57,373.687
Inflation Rate:
Inflation Rate 2018 = 1.9%
Inflation Rate 2017 = 1.9%
Inflation Rate 2016 = 1.3%
Inflation Rate 2015 = 1.5%
Inflation Rate 2014 = 2.5%
Inflation Rate 2013 = 2.5%
Inflation Rates over 5 years
عمود12013201420152016201720182.52.51.51.31.91.9عمود2201320142015201620172018
Exports & Imports:
Exports:
Bituminous coal
iron ores and concentrates
Gold
Petroleum oils and oils obtained from bituminous
Copper ores and concentrates
The total value of exports: is US$ 252,776 million.
Imports:
Petroleum oïl
Automobiles with reciprocating piston engine di
Transmission apparatus
Diesel powered trucks
The total value of imports: is US$ 235,519 million
Exports & Imports (partners) :
Exports:
China
Japan
Korea
India
United sates
Imports:
China
United states
Japan
Germany
Thailand
Unemployment Rate & Labor force:
Unemployment Rate:
5.4%
Labor force:
79%
labor force participation & composition of labor force:
labor force participation:
77.558
composition of labor force:
Employed = 12658.6
Unemployed = 671.0
Labour force =
12658.6 + 671.0 = 13329.6
Nationals = 29.7 %
foreigners+ = 70.3 %
Money Supply:
M1 = 1189.19
M3 = 2231.55
pie-chart (composition of the economy):
70% of coal, 54% of iron, service industry 70%, Agriculture 12%
المبيعاتcoalironindustryagriculture70547012
strengths and weaknesses of this economy:
Weaknesses:
The quality of life in Australia is high & not permanent
The size of their investment
Most concentrated investments: coal, gas, iron mining
Solution
s & Suggestion:
To sustain a high quality of life long-term:
Many investments with added value ‘not from their priorities’ : (workforce for education, high teach sector in nanotechnology + solar energy & agricultural innovation) > should focus on
strengths and weaknesses of this economy:
Strength:
Mining is a strong investment in Australia
References:
https://www.h.
M.S Aviation Pty Ltd TA Australian School of Commerce RTO N.docxjesssueann
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 1 of 43
Version 10.0
BSBINN601
Lead and manage organisational change
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINN601 – Lead and manage organisational change
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 2 of 43
Version 10.0
ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when
submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Australian School of Commerce
(ASOC) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handedon:
Unit code and title: BSBINN601 – Lead and manage organisational change
Assessment received by ASOC staff
Name: ……………………………………………………
Signature: ………………………...……...……...……..
Student ID: …………………………..
Student Signature: ……………………
mailto:[email protected]
M.S Aviation Pty Ltd T/A Australian School of Commerce
RTO NO. 41089 I CRICOS NO.: 03489A
Melbourne Campus: Level 4, 123-129 Lonsdale Street Melbourne, Victoria 3000 Australia
Hobart Campus: Level 4, 18 Elizabeth Street, Hobart Tasmania 7000 Australia
Ph: 1300 781 194
E: [email protected]
W: www.asoc.edu.au
M.S Aviation Pty Ltd T/A Australian School Of Commerce
Candidate Assessment Tool Page 3 of.
M4.3 Case StudyCase Study ExampleJennifer S. is an Army veter.docxjesssueann
M4.3 Case Study
Case Study Example:
Jennifer S. is an Army veteran of Operation Freedom. Since returning home, Jennifer has suffered from recurrent headaches, ringing in her ears, difficulty focusing, and dizziness. In addition, soon after returning home, she began to experience moments of panic when in open spaces; flashbacks reliving the blast and the death of fellow soldiers; feelings of emotional numbness and depression; and being easily startled. She was placed on medical leave and diagnosed with Post Traumatic Stress Disorder (PTSD) and is currently being seen by a psychiatrist at the VA hospital. Her husband understands the concept of PTSD but is unprepared to handle his wife’s deteriorating condition.
Recently, Jennifer was seen at the local urgent care center for recurrent headaches, complaints of shortness of breath, and chest pain. Her husband informed the urgent care nurse that for the past four weeks his wife has been unable to care for the children, remains in bed, complaining of headaches, and is very ‘jumpy’.
The nurse assesses Jennifer knowing that returning veterans with PTSD and their families face an array of challenges, with implications for the veterans, their partners, and their children. The nurse considers referring them to: a social worker specializing in crisis intervention for veterans, a family counselor, the school nurse, a family health care practitioner.
Key elements of the nurse’s assessment are as follows:
Jennifer is 33 year-old woman who enlisted in Reserve Officers’ Training Corps (ROTC) in college, where she majored in Journalism. Upon graduation, she obtained a position in the Army as public affairs broadcast specialist. Her first assignment was at a base in upstate New York. Three years ago, she was relocated to the St. Louis, Missouri area. Jennifer has been married to her husband, Zane, for 14 years and they have two children ages six and ten. Cameron is ten years-old and entering middle school and Zeta is six years-old and in kindergarten. Zane works as a civil engineer in the St. Louis area. Both Jennifer and Zane come from large families who reside in the Boston area. Jennifer’s family is Portuguese and Zane's is Irish, they were both raised Catholic. While Jennifer was deployed, her mother moved in with Zane and the children to provide additional support and child care.
One year ago, Jennifer was deployed to Afghanistan on a six month assignment to report on the events of the war: she thought she had a ‘safe’ assignment. While working on a story in the field an Improvised Explosive Device (IED) exploded near her: two soldiers and four citizens were killed including one child. Although she was unhurt, she was unable to sleep after this event. Upon returning stateside, she began experiencing vivid nightmares, sleeplessness, survivor guilt, and depression. She was recently diagnosed with PTSD and is attempting to find a support group and counseling. Unfortunately, she has found that treatment for fe.
Love Language Project FINAL PAPERLove Language Project Part .docxjesssueann
Love Language Project FINAL PAPER
Love Language Project Part I
Objective:
To demonstrate the principles of love languages and effective use of interpersonal communication skills through “gifting” a close interpersonal relationship.
Assignment:
Please research the 5 Love Languages. Set a time when you can interview your selected person, at least ½ hour. Choose a quiet, comfortable environment where you will be able to listen effectively. The goal of your interview is to learn how your selected person most likes to receive expressions of affection.
You might begin by sharing the five love languages with them and asking some versions of the following questions:
1. Based on the descriptions in this section and this piece, which of the five love languages is most appealing to you to receive?
2. Can you share a story/example of a time when you received affection this way?
3. Which is the most challenging/uncomfortable love language for you to receive?
4. Can you share a story/example of a time when you received affection this way?
5. What changes do you think you could make in the way you receive affectionate messages in your close relationships?
Please describe the person that you chose to interview and your relationship with them. Then, post their responses to the questions
Love Language Project Part II
Write a personal reflection paper, at least 1.5 pages long, double spaced, typed, include the following:
1. What did you learn about your selected person and their preferred love languages from your interview? What was challenging about the interview? What surprised you?
2. How does their preferred love languages differ from yours? Did this make it difficult to plan your special event?
3. Comment on planning your Love Language Event. How did you come up with your ideas? What was easy and what was challenging?
4. Comment on implementing your Love Language Event. What was enjoyable? What was challenging? Did it go as you’d planned?
5. Comment on the Love Language Project in general. What did you learn? About the other person? About yourself?
6. How might what you learned during this Love Language Project affect your expressions of affection in other relationships?
.
Major Computer Science What are the core skills and knowledge y.docxjesssueann
Major: Computer Science
What are the core skills and knowledge you hope to acquire by completing a degree in this major and how do you plan to apply these when you graduate?
Please provide any other information about yourself that you feel will help this college make an admission decision. This may include work, research, volunteer activities or other experiences pertaining to the degree program.
.
Major Crime in Your CommunityUse the Internet to search for .docxjesssueann
Major Crime in Your Community
Use the Internet to search for a recent major crime in your community.
Write a report (narrative only) based on the account of the incident, using the outline process mentioned in chapter three of the course text.
You may simulate interviews and "fill in" any unknown information required to complete the report.
Be sure to include the characteristics of an effective police report covered in chapter three.
Instructions
This report must be at
least 2 pages
of written text.
· The entire paper must be your original work
· This report will use 1-inch margins, Times New Roman 12-point font, and double spacing.
· Cite your source – where do you get the information for your report?
.
Major Assignment - Learning NarrativeWrite a learning narr.docxjesssueann
Major Assignment - Learning Narrative
Write a
learning narrative
that narrates a specific event from your life that helped you learn something new about yourself or others. Your narrative should focus on a specific event in a narrow timeframe, using vivid description, narration, detail, and dialogue to organize your memories and make the significance of what happened clear to an audience.
Assignment
A
narrative
is a specific type of essay that uses stories of particular moments to help audiences perceive, understand, and "appreciate the value of an idea" (
The Composition of Everyday Life
, Ch. 1, p. 19).
For this essay, you will write a
learning narrative
, a specific type of narrative that focuses on showing how a particular moment from your memory changed how you thought about yourself or others. The learning narrative requires you to organize your memories and decide which details best show an audience how the events from your past affected you. A learning narrative is broader than a "literacy narrative": while you can write about how language or education changed your life, you also can write about other things you learned through music, sports, business, or in any other relevant setting.
In order to write a strong, focused narrative, you will need to be attentive to the following expectations for the essay:
Find the significance:
Think of how your narrative connects your memories to feelings / concepts others have experienced
Tell a particular story:
Like Keller and Zimmer, choose a single moment or event that can reflect your process of learning
Choose relevant details:
Include only those details that contribute to the significance
Narrate and describe:
Add emotional weight and interest to your story by narrating events with dialogue, action, description, and sensory experiences
Caution
: Please keep in mind that writing in this class is public, and anything you write about yourself may be shared with other students and instructors. Please only write about details that you are comfortable making public within our classroom community. You should know that your teacher is required by the State of Texas
(Links to an external site.)
to report any suspected incidents of discrimination, harassment, Title IX sexual harassment, and sexual misconduct to the UNT Title IX coordinators. If you have any questions about anything personal that you might want to disclose, email your teacher first or consult with one of the resources listed on this page:
Information on Sexual Violence and Mandatory Reporting.
Format and Length
Format
: Typed, double-spaced, submitted as a word-processing document.
12 point,
serif font (Links to an external site.)
(i.e. Times New Roman; Garamond; Book Antiqua), 1-inch margins.
Length
: 750 - 1000 words (approx. 3-4 pages)
Objectives and Questions
These questions help to guide discussion and set up the objectives for this unit.
What is an experience? What are significant experience.
Looking to have this work done AGAIN. It was submitted several times.docxjesssueann
Looking to have this work done AGAIN. It was submitted several times and never passed what the professor was requesting. I will include the copy I last submitted to the profesor, a copy of the instructions, and finally the feedback from the professor with what is missing on this assignment. The assignment is almost completed. Looking for someone to correct what needs correction following the feedback from the professor.
.
Major Assessment 1 Develop a Platform of Beliefs The following .docxjesssueann
Major Assessment 1: Develop a Platform of Beliefs
The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions
.
Macroeconomics PaperThere are currently three major political ap.docxjesssueann
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf OR GOOGLE DOCS
font 12 double-space
1-inch margins
Bibliography need not be inclusive in writing size.
SOURCES
Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015.
"Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015.
"Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015.
Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015.
FROM UNIT 2 FOLDER
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency.
3) A third group of approaches by saying we should have a balance budget amendment.
i) Identify the notable political advocates of all three positions.
ii) Give the pro’s and con’s of each approach.
Length: 2-3 pages.
Please email the paper in either
Microsoft word *.doc (97-2003) format or
Rich text format *.rtf
font 12
double-spaced
1-inch margins
Bibliography need not be inclusive in writing size.
"Federal Spending, Budget, and Debt."
Solution
s.heritage.org. N.p., n.d. Web. 01 May 2015.
Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015.
Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015.
Macroeconomics Paper
There are currently three major political approaches to fixing the problem with the national debt .
1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business.
2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.
M A T T D O N O V A NThings in the Form o f a Prayer in.docxjesssueann
M A T T D O N O V A N
Things in the Form o f
a Prayer in the Form
o f a Wail
H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him,
writes the song as a duet between Marie and the Mother Abbess, for a
scene in which the plucky nun is told she’s being booted from the con
vent since she privileges melody over God. Marie doesn’t want to serve
as governess for the Von Trapp clan, but she’s already shown her hand
by giving rapturous voice to a song that summons the bliss and solace
o f secular joys. She needs to go. Although the film version of The Sound
of Music will shift “My Favorite Things” to the thunderstorm scene in
which Marie offers up raindrops on roses and warm woolen mittens as
balm to the terrified kids, John Coltrane’s classic jazz cover much more
radically revamps the Broadway hit, transfiguring mere catchiness into
complex modalities. Yet if this were simply a one-off recording, there
wouldn’t be much to say: turning cornball consolation into jazz isn’t
news. Instead, Coltrane can’t relinquish it. Instead, even throughout all
his late music-as-prayer work, he never lets go of the show tune.
“We played it every night for five years,” drummer Elvin Jones re
membered. “We played it every night like there would be no tomorrow.
Like it would be the last time we played it.” His son, Ravi Coltrane,
calculates that his father’s band played “My Favorite Things” thousands
o f times as a regular fixture in the set: “They worked a lo t— forty-five
weeks a year, six nights a week, three sets, sometimes even four sets on
the weekend. You’re talking about getting the blade as sharp as can be.”
But of all the blades to w het— especially one bedecked with ponies
and kittens— why that song in particular?
M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from
an unlikely source: the writings o f cult rock critic Lester Bangs. At the age
o f fourteen, I stumbled upon a copy of his collected writings— Psychotic
632
Reactions and Carburetor Dung— and proceeded to treat it as less an assem
blage o f essays and music reviews than a checklist of writers and albums I
was obliged to track down if I might ever break free from my Ohio sub
urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’
Metallic K.O. (a live album in which you can hear beer bottles shattering
against guitar strings), and even Baudelaire all first came tumbling my
way through the same careening chute of Bangs’s writing. His claim that
Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom
lured me into transcribing the entirety o f the album’s lyrics in my algebra
notebook, and the visible bottom edge of an Undertones poster in his
author photograph led me, without having heard a note o f the band’s
music, to bike six miles to Spin More records in Kent on a quest to
cobble together their discography.
Sandwiched between articl.
M A R C H 2 0 1 5F O R W A R D ❚ E N G A G E D ❚ .docxjesssueann
M A R C H 2 0 1 5
F O R W A R D ❚ E N G A G E D ❚ R E A D Y
A Cooperative Strategy for
21st Century Seapower
DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB
A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i]
America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from
supporting an ally with humanitarian assistance or disaster relief to
deterring or defeating an adversary in kinetic action—Sailors, Marines,
and Coast Guardsmen are deployed at sea and in far-flung posts to be
wherever we are needed, when we are needed. Coming from the sea, we
get there sooner, stay there longer, bring everything we need with us,
and we don’t have to ask anyone’s permission.
Our founders recognized the United States as a maritime nation and
the importance of maritime forces, including in our Constitution the re-
quirement that Congress “maintain a Navy.” In today’s dynamic security
environment, with multiple challenges from state and non-state actors
that are often fed by social disorder, political upheaval, and technological
advancements, that requirement is even more prescient.
The United States Navy, Marine Corps, and Coast Guard are our
Nation’s first line of defense, often far from our shores. As such, main-
taining America’s leadership role in the world requires our Nation’s Sea
Services to return to our maritime strategy on occasion and reassess
our approach to shifting relationships and global responsibilities. This
necessary review has affirmed our focus on providing presence around
the world in order to ensure stability, build on our relationships with allies
and partners, prevent wars, and provide our Nation’s leaders with options
in times of crisis. It has confirmed our continued commitment to main-
tain the combat power necessary to deter potential adversaries and to
fight and win when required.
Our responsibility to the American people dictates an efficient use of
our fiscal resources and an approach that adapts to the evolving security
environment. The adjustments made in this document do just that. Look-
ing at how we support our people, build the right platforms, power them
to achieve efficient global capability, and develop critical partnerships
will be central to its successful execution and to providing that unique
capability: presence.
PREFACE
[ii] Forward ✦ Engaged ✦ Ready
Seapower has been and will continue to be the critical foundation of
national power and prosperity and international prestige for the United
States of America. Our Sea Services will integrate with the rest of our
national efforts, and those of our friends and allies. This revision to A
Cooperative Strategy for 21st Century Seapower builds on the heritage
and complementary capabilities of the Navy-Marine Corps-Coast Guard
team to advan.
Lymphedema following breast cancer The importance of surgic.docxjesssueann
Lymphedema following breast cancer: The importance of
surgical methods and obesity
Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G.
Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD,
MBAd
aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA.
bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona,
Tucson, AZ, USA.
cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA.
dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA.
Abstract
Background: Breast cancer-related arm lymphedema is a serious complication that can
adversely affect quality of life. Identifying risk factors that contribute to the development of
lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine
the association between the development of arm lymphedema and both treatment and personal
(e.g., obesity) risk factors.
Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010,
who met eligibility criteria, were asked to complete a short computer assisted telephone interview
about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was
characterized by a reported physician-diagnosis, a difference between arms in the circumference
(> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm
symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using
logistic regression.
Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated
by both axillary dissection and radiation therapy were more likely to have arm lymphedema than
treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors
along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity
level was not associated with lymphedema.
*Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway,
R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489.
Authorship contribution
All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript.
Competing interest
Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031.
All authors do not declare any conflict of interest.
All authors do not declare any conflict of interest.
HHS Public Access
Author manuscript
Front Womens Health. Author manuscript; available in PMC 2018 December 14.
Published in final edited form as:
Front Womens Health. 2018 June ; 3(2): .
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Lukas Nelson and his wife Anne and their three daughters had been li.docxjesssueann
Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East.
(Rest of case not shown due to length.)
What factors and forces contributed to scope creep in this case?
Is this an example of good or bad scope creep? Explain.
How could scope creep been better managed by the Nelson
.
Love in the Time of Cholera, as the title indicates, interweaves e.docxjesssueann
Love in the Time of Cholera
, as the title indicates, interweaves experiences of love with those of disease and sickness. Why does the novel suggest that love = cholera? What does it imply about the nature of passion? Establish through examples what you understand this metaphor to mean in the novel, and then analyze the relationships between the three principal characters in the light of your definition. It will be crucial to your essay that you account for the ending of the novel. How does Garcia Marquez resolve the paradoxes that follow from understanding love as a disease? What are we as readers meant to learn from Fermina Daza’s and Florentino Ariza’s decision to remain on that ship forever?
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Main content15-2aHow Identity Theft OccursPerpetrators of iden.docx
1. Main content
15-2aHow Identity Theft Occurs
Perpetrators of identity theft follow a common pattern after they
have stolen a victim’s identity. To help you understand this
process, we have created the “identity theft cycle.” Although
some fraudsters perpetrate their frauds in slightly different
ways, most generally follow the stages in the cycle shown
in Figure 15.1.
Stage 1. Discovery
1. Perpetrators gain information.
2. Perpetrators verify information.
Stage 2. Action
1. Perpetrators accumulate documentation.
2. Perpetrators conceive cover-up or concealment actions.
Stage 3. Trial
1. First dimensional actions—Small thefts to test the stolen
information.
2. Second dimensional actions—Larger thefts, often involving
personal interaction, without much chance of getting caught.
3. Third dimensional actions—Largest thefts committed after
perpetrators have confidence that their schemes are working.
Figure 15.1The Identity Theft Cycle
Stage 1: Discovery
The discovery stage involves two phases: information gathering
and information verification. This is the first step in the identity
theft cycle because all other actions the perpetrator takes
depend upon the accuracy and effectiveness of the discovery
stage. A powerful discovery stage constitutes a solid foundation
for the perpetrator to commit identity theft. The smarter the
perpetrator, the better the discovery foundation will be.
During the gaining information phase, fraudsters do all they can
to gather a victim’s information. Examples of discovery
techniques include such information-gathering techniques as
2. searching trash, searching someone’s home or computer,
stealing mail, phishing, breaking into cars or homes, scanning
credit card information, or using other means whereby a
perpetrator gathers information about a victim.
During the information verification phase, a fraudster uses
various means to verify the information already gathered.
Examples include telephone scams, where perpetrators call the
victim and act as a representative of a business to verify the
information gathered (this is known as pretexting), and trash
searches (when another means was used to gather the original
information). Although some fraudsters may not initially go
through the information verification process, they will
eventually use information verification procedures at some
point during the scam. The scams of perpetrators who don’t
verify stolen information are usually shorter and easier to catch
than scams of perpetrators who verify stolen information.
Step 2: Action
The action stage is the second phase of the identity theft cycle.
It involves two activities: accumulating documentation and
devising cover-up or concealment actions.
Accumulating documentation refers to the process perpetrators
use to obtain needed tools to defraud the victim. For example,
using the information already obtained, perpetrators may apply
for a bogus credit card, fake check, or driver’s license in the
victim’s name. Although the perpetrator has not actually stolen
any funds from the perpetrator, he or she has now accumulated
the necessary tools to do so. Any action taken by the perpetrator
to acquire information or tools that will later be used to provide
financial benefit using the victim’s identity fall into this
category.
Cover-up or concealment actions involve any steps that are
taken to hide or cover the financial footprints that are left
through the identity theft process. For example, in this stage, a
fraudster might change the physical address or e-mail of the
victim so that credit card statements are sent by the financial
institution to the perpetrator rather than the victim. These
3. concealment actions allow the perpetrator to continue the
identity theft for a longer period of time without being noticed.
Stage 3: Trial
The trial stage involves those activities of the identity theft that
provide perpetrators with financial benefits. There are three
phases of the trial stage: first dimensional actions, second
dimensional actions, and third dimensional actions. The trial
stage is considered to be the most critical stage of the identity
theft cycle because this is where the fraudster’s work starts to
pay off.
First dimensional actions are the first frauds committed, mostly
to test the effectiveness of fraud schemes and the stolen
information. For example, a fraudster might go to a gas station
and use a stolen credit card to determine if the card really
works. If the card works, the fraudster gains confidence in the
theft and moves on to bigger scams. However, if the card does
not work, the fraudster faces no immediate threat of
consequences and can quickly discard the card without any
consequences.
Second dimensional actions are actions taken by a fraudster
once initial trials have been successful. These actions often
involve face-to-face interactions with others. For example, if
the card used at the gas station was successful, the fraudster
may try using it to purchase bigger items. The perpetrator may
go to a mall and buy clothing, stereo equipment, or other “large-
ticket” items.
Third dimensional actions are those actions that provide
significant benefits to the perpetrator and occur after the
perpetrator has considerable confidence in the identity theft. For
example, a fraudster may establish telephone accounts, open
bank accounts, secure an auto loan, or engage in other
significant transactions. Third dimensional actions are the most
risky for the identity thief. The likelihood of a fraudster being
caught while undertaking third dimensional actions is greater
than at any other period in the identity theft.
Once a fraudster has committed third dimensional actions, he or
4. she often discards the information of one victim and starts over
with the discovery stage using another victim’s information.
The following actual identity theft represents a third
dimensional theft:15-2bHow Fraudsters Convert Personal
Information to Financial Gain
Once fraudsters have accessed personal information, they use
that information to their financial benefit. Some of the common
purchases made by identity theft perpetrators are as follows:
· Buying large-ticket items, such as computers, stereos, or
televisions. Using a fake credit/debit card, a fraudster will often
buy items that are quite expensive and can easily be sold.
Fraudsters then spend the stolen money very quickly, usually on
drugs or other vices.
· Taking out car, home, or other loans. Once a fraudster has
confidence that the identity theft (through other successful
small purchases) is working, he or she often takes out a loan
using the victim’s identity. The most common type of fraudulent
loan is for an automobile. Because automobiles can easily be
traced [using the license plates or vehicle identification
number], the car is usually quickly sold so that it cannot be
traced to the fraudster.
· Establishing phone or wireless service in victim’s
name. Fraudsters often set up a phone or wireless service in the
victim’s name. This is done so that the perpetrator can more
easily convince banks, businesses, and others that he or she is
the person he or she claims to be. Fraudsters also use telephones
as a form of communication to buy or sell drugs, gain
information to steal more identities, begin telemarketing
schemes, and/or support other fraud schemes.
As an example of this type of identity theft and the grief it can
cause, consider the following case:
Drew found out that someone had stolen his identity when he
received a phone call from his wireless provider. After some
investigation, Drew discovered that the thief had racked up cell
phone debts at other providers too and had incurred other debts
that he was delinquent on. Drew contacted the numerous
5. businesses that showed him delinquent and notified them of his
situation. After he filed a police report he began the painful
process of disputing the many problems that showed up on his
credit report.
· Using counterfeit checks or debit cards. Using debit cards or
counterfeit checks, fraudsters often drain victims’ bank
accounts. As discussed later in the chapter, one of the biggest
risks of debit cards is the lack of insurance to cover fraudulent
transactions. This makes it extremely important that consumers
only have a reasonable amount of cash in their checking and/or
debit accounts. That way, if a fraudster drains a victim’s
checking account, the loss will be minimal.
· Opening a new bank account. Fraudsters often use victim’s
personal information to open new checking accounts under their
name. Using the checks received from the new account, they
then write checks that will not only cause problems such as
nonsufficient funds [NSF] (bounced checks) transactions, but in
the process, they destroy the person’s name and credit.
· Filing for bankruptcy under the victim’s name. Fraudsters
sometimes file for bankruptcy under a victim’s name. Such
filings keep victims from knowing that their identity has been
stolen. In the process, the victim’s credit report and reputation
are damaged, a problem that can take years to repair.
· Reporting a victim’s name to the police in lieu of their
own. Fraudsters have been known to use the victim’s name and
identity to keep their own records from being blemished.
Furthermore, if a perpetrator has a criminal record, he or she
might use a victim’s name to purchase guns or other difficult-
to-obtain items. If a fraudster does have an encounter with the
police and uses a victim’s identity, many times, the fraudster
will be released because the victim has no previous criminal
record. However, if the perpetrator is summoned to court and
does not appear, a warrant for the victim’s arrest may be issued.
Again, it may take years to clear a victim’s name and reputation
from federal, state, local, and business records.
· Opening new credit card accounts. Fraudsters often open new
6. credit card accounts enabling them to spend money in a victim’s
name with no immediate consequences. This is one of the
easiest ways for perpetrators to defraud a victim once his or her
identity has been stolen.
· Changing victim’s mailing address. Fraudsters often change
the mailing address on a victim’s credit card accounts. This
prevents the victim from knowing that there is a problem and
enables the fraudster to continue using the credit card and
identity. Because the perpetrator, not the victim, receives the
billing statements, the fraudster can continue the scheme. 15-
2cStealing a Victim’s Identity
Stealing a victim’s identity isn’t as difficult as it may seem.
Fraudsters can obtain the information required to commit
identity theft in several ways. The U.S. Department of Justice
Web site lists some of the following methods as common ways
for one’s identity to be stolen.
1. Fraudsters gain personal information by posing as a
legitimate employee, government official, or representative of
an organization with which the victim conducts business.
2. Fraudsters watch or listen to you enter a credit card number
in what is known as shoulder surfing.
3. Fraudsters rummage through consumers’ trash—an activity
sometimes called dumpster diving. Once a garbage container is
in the street it is considered public property and anyone can
rummage through it. Preapproved credit card applications, tax
information, receipts containing credit card numbers, Social
Security receipts, or financial records are valuable sources of
information for identity thieves.
4. Fraudsters skim victims’ credit cards for information when
they pay their bills. Skimming is a process where fraudsters use
an information storage device to gain access to valuable
information when a credit card is processed. Skimming is a hi-
tech method by which thieves capture personal or account
information from a credit card, driver’s license, or even a
passport. An electronic device used to capture this information
is called a “skimmer” and can be purchased online for under
7. $50. A credit card is swiped through the skimmer, and the
information contained in the magnetic strip on the card is then
read into and stored on the device or an attached computer.
Skimming is predominantly a tactic used to commit credit card
fraud but is also gaining in popularity among identity thieves.
Skimming is a problem globally. Some foreign countries are
considered high risk for travelers making credit card purchases.
One traveler in France recently reported that his credit card had
been used to purchase thousands of dollars of goods from
Thailand, Kuala Lumpur, Hong Kong, and Malacca.
Skimmers are quite creative; since the skimming devices are so
small and easy to hide, it is not difficult for them to skim your
card without you noticing. The following are some examples of
how cards can be skimmed:
· Skimming at restaurants. Many skimming rings have been
known to employ restaurant staff to capture credit card
information. An example of such an incident occurred in
Charlotte, North Carolina, where two waiters of a well-known
steak house were accused of skimming more than 650 credit
card numbers from unsuspecting patrons and selling them for
$25 each.
· Skimming at ATM machines or gas stations. It is not
uncommon for a thief to be bold enough to tamper with an ATM
machine. Typically, a “card trapping” device is inserted into the
ATM card slot or a card reader is inserted into a gas station
pump. ATM skimming has been a major problem in Britain with
estimates that one in every 28 ATM machines has been
equipped with skimmers from thieves. Gas station skimming is a
growing problem in the United States.
· Skimming by store clerks. A very common form of skimming
involves store clerks skimming a credit card when a consumer
makes a purchase. The clerk scans the card twice, once for the
expected transaction and another in a skimmer for later
retrieval. There have also been reports of clerks skimming
driver’s licenses when customers who are writing checks supply
the license for verification.
8. Stealing the identity of many victims is also quite easy.
Fraudsters use numerous ways to get the information required to
commit identity theft. Some of the more common types of
information gathering techniques include:
1. Gathering information from businesses. Perpetrators steal
information from their employer, hacking into organizations’
computers, or bribing/conning an employee who has access to
confidential records.
Thousands of Hotels.com customers could have been put at risk
for identity theft after a laptop computer containing their credit
card information was stolen from an auditor. The password-
protected laptop belonging to an external auditor was taken
from a locked car in Bellevue, Washington.
2. Stealing wallets or purses to gain confidential information or
identification. Valuable information is contained in almost
every wallet.
3. Breaking into victims’ homes and stealing their information.
4. Stealing mail, including bank information, checks, credit card
information, tax information, or preapproved credit cards.
5. Completing a “change of address form” at the local post
office and having victims’ mail delivered to a P.O. box or
another address.
6. Engaging in shoulder surfing where criminals watch
consumers from a nearby location as they give credit card or
other valuable information over the phone.
7. Using the Internet to steal important information. This often
occurs by phishing, a high-tech scam that uses spam or pop-up
messages to deceive consumers into disclosing credit card
numbers, bank account information, SSNs, passwords, or other
sensitive information. Phishers (i.e., fraud perpetrators who use
phishing) will send e-mail or pop-up messages claiming to be
from legitimate businesses or organizations that consumers deal
with—for example, Internet service providers, banks, online
payment services, or even government agencies. The message
will usually say that the victim needs to “update” or “validate”
his or her account. The message then directs the victim to a
9. Web site that looks like a legitimate site. The purpose of this
site is to trick the victim into divulging personal information.
15-2dMinimizing the Risk
There are many ways to minimize vulnerability to identity theft.
The harder it is for a perpetrator to access personal information,
the less likely a fraudster will try to defraud someone.
There are many proactive means to minimize the risk of identity
theft. Some of the most effective ways include:
1. Guard your mail from theft. When away from home, have the
U.S. Postal Service hold your personal mail. Consumers can do
this by calling 1-800-275-8777. It is also beneficial to deposit
outgoing mail at post office collection boxes or at a local post
office, rather than in an unsecured mailbox outside your home.
2. Opt out of preapproved credit cards. One common and easy
way for a fraudster to commit identity theft is to simply fill out
the preapproved credit card applications consumers receive via
the mail and send them in. Although many individuals destroy
preapproved credit cards, this only protects consumers from
having fraudsters go through their trash. Fraudsters still have
the opportunity to open a victim’s mailbox and steal
preapproved credit card applications even before victims are
aware that they have arrived. What most consumers don’t know
is that they have the opportunity to opt out of preapproved
credit card offers. Consumers can do this by calling 1-888-5-
OPTOUT (1-888-567-8688) to have their name removed from
direct marketing lists.
3. Check your personal credit information (credit report) at least
annually. The Fair Credit Reporting Act (FCRA) requires each
of the nationwide consumer reporting companies—Equifax,
Experian, and Trans Union—to provide you with a free copy of
your credit report, at your request, every 12 months. The FCRA
promotes the accuracy and privacy of information in the files of
the nation’s consumer reporting companies. The FTC, the
nation’s consumer protection agency, enforces the FCRA with
respect to consumer reporting companies. A credit report
includes information on where you live, how you pay your bills,
10. and whether you have been sued, arrested, or filed for
bankruptcy. Nationwide consumer reporting companies sell the
information in your report to creditors, insurers, employers, and
other businesses that use it to evaluate your applications for
credit, insurance, employment, or ability to rent a home.
Instructions on how to access free credit reports can be found at
the FTC’s Web site or by typing key words such as “free credit
report” into an Internet search engine. You can also access the
credit rating agencies individually by going to their Web sites.
4. Protect SSNs. An individual’s SSN is valuable information
for any fraudster. With knowledge of someone’s SSN, fraudsters
can open all types of new accounts in the victim’s name.
Therefore, consumers should always keep their Social Security
card in a safe place. If individuals are living with roommates, it
is even more important that they safeguard this information.
Although a roommate may never steal an individual’s
information, a friend, brother, or sister of a roommate may.
Remember, it is those we trust who have the greatest
opportunity to commit fraud. Many organizations still use
members’ SSNs as a form of recognition that must be used in
order gain access to the organization’s intranet. It is important
to change this number as often as possible. Many computers
automatically remember passwords so that users do not have to
enter them again. It is wise to make sure these numbers are not
easily accessible. Many states give citizens the option to have
their SSN printed on their driver’s license; however, doing so is
never required. If an individual’s driver’s license contains his
or her SSN, that person should get a new driver’s license as
soon as possible. Never keep your Social Security card in your
wallet or purse.
Stop & Think
How could a fraudster use only a victim’s SSN to perpetrate a
fraud?
5. Safeguard personal information. Safeguarding personal
information is very important for every individual. Consumers
who have roommates employ outside help to clean or perform
11. other domestic services, or have outside people in their house
for any reason need to be particularly careful. One certified
fraud examiner recommends that individuals put their most
important documents in an empty ice cream container in their
freezer. It is his belief that if someone does come in an
individual’s house, this is probably the last place he or she will
look. For the normal consumer, however, a locked safe may be
sufficient.
6. Guard trash from theft. Consumers need to tear or shred
receipts, insurance information, credit applications, doctor’s
bills, checks and bank statements, old credit cards, and any
credit offers they receive in the mail, as well as any other
source of personal information. Remember all consumers can
opt out of prescreened credit card offers by calling 1-888-567-
8688. (See previous section on opting out of preapproved credit
cards.) Buying a shredder is one of the wisest purchases
individuals can make.
Caution
Be sure not to set your garbage out too long before the garbage
truck comes and, whenever possible, shred all documents before
you discard them. Also, never leave your mail in your mailbox
any longer than necessary.
7. Protect wallet and other valuables. Consumers should carry
their wallet in their front pocket and never leave it in their car
or any other place where it can be stolen. It is important for
consumers to always be aware of where their wallet is and what
its contents are. Individuals should only carry identification
information and credit and debit cards that they regularly use in
their wallet. Many individuals lose track of the number of credit
cards they have. Consumers should limit themselves to only two
or three credit cards and keep the 24-hour emergency telephone
numbers of all credit cards they possess in their cell phone’s
address book. That way, if credit cards are lost or stolen, the
victim can quickly call the issuing credit card company and put
a block on all transactions. Although debit cards help
consumers stay out of debt, most do not have fraud protection
12. insurance. On the other hand, nearly all credit cards now come
with fraud protection insurance. Before getting debit or credit
cards, consumers should realize the risks involved with each
and try to minimize those risks to protect themselves. A good
practice is to photocopy both sides of all your credit cards,
travel cards, and other personal information you keep in your
wallet or purse. Some phone apps also provide an easy way to
store this information. This way, if your purse or wallet is
stolen, you will have all the information about what was stolen
and can quickly notify banks, credit bureaus, and other
organizations.
8. Use strong passwords. Individuals should use passwords on
credit card, bank, and telephone accounts that are not easily
determinable or available. Consumers should avoid using
information that can be easily associated with them, such as
their birthday, their mother’s maiden name, their spouse’s
name, the last four digits of their telephone number, a series of
consecutive numbers such as 1-2-3-4, or anything else that is
predictable. Many organizations will use a default password
when opening new accounts. Consumers need to make sure they
change these default passwords as quickly as possible. Many
individuals use the same password for all accounts. While this
does prevent individuals from forgetting their passwords, it
makes it extremely easy for a fraudster to gain access to all the
victim’s accounts, once the fraudster has gained access to one
account. For example, a fraudster who works for a bank may
have access to your bank password. If the password is the same
for other accounts, the fraudster will now have unlimited access
to much of a victim’s information and financial accounts.
Consumers should not use the same password for everything and
should change their password periodically.
One method to create a strong password is to use the first letter
of each word in a long phrase that you remember. Interspersing
numbers and other characters in the password makes these
passwords especially strong. For example, the famous phrase
from President Lincoln’s Gettysburg address begins: “Four
13. score and seven years ago our fathers brought forth on this
continent, a new nation, conceived in Liberty.” This phrase
would lead to the password of “fsasyaofbfotcanncil.” Adding
some numbers and other characters will make this password
very hard to crack but relatively easy to remember. For
example, inserting the numbers from a date that you remember,
say February 24, 1992, along with an asterisk and exclamation
point and you now have this password:
“fsasya2ofbf24otc92ann*cil!” this password is very secure.
Even so, it probably shouldn’t be used for multiple accounts,
especially if a perpetrator could cause you significant hardship
if those accounts were breached. Some software programs can
be purchased that will generate strong passwords and encrypt
and keep track of them for multiple accounts. These programs
can be very useful since the user only needs to remember one
password on his or her computer in order to access hundreds of
highly secure passwords.
9. Protect your home. Consumers should protect their house
from fraud perpetrators. Some fraudsters have been known to
break into a home and not steal a single physical object. The
victims may not even know someone has been inside their
home. The perpetrator will steal all information that is needed
to easily commit identity theft and then leave. In order to
prevent this from happening, it is important to lock all doors,
preferably with deadbolts or double locks, and lock all
windows. It is a good idea to have an alarm system. If an alarm
system is considered too expensive, consumers can buy an alarm
system sticker, sign, or box and set it outside their house to
make thieves believe that the house has a security system when
it does not. If consumers have an automatic garage door with a
code box to open the garage door, they need to pay attention
that others are not watching when they press the numbers on the
code box. Fraudsters will wait for hours to watch someone enter
the code box numbers so that they have easy access into the
victim’s home. It is important to periodically change the
password to the code box. On a typical code box, it is easy to
14. determine which numbers are used in the password by noticing
that the three or four numbers used in the password contain
more wear and tear than the numbers that are not used in the
password. Finally, if consumers have baby monitors in the
house, they should make sure that they are not being monitored
by neighbors or anybody else. Much like in the movie Signs,
baby monitors pick up frequencies of other baby monitors.
Fraudsters have been known to listen to phone calls and
intercept valuable personal information because someone has
been talking on the phone in a room with a baby monitor.
10. Protect your computer. Remember that legitimate companies
rarely ask for confidential information via e-mail. If an
individual has a question about his or her account, the person
should call the company using a phone number he or she knows
is legitimate. If consumers get an e-mail or pop-up message that
asks for personal or financial information, they should not reply
or click on the link in the message. Fraudsters are even using
“cookies” to gather personal and confidential information from
consumers’ hard drives.
E-mail is not a secure way to send personal information. If a
consumer needs to send information over the Internet, it should
be encrypted and the Web site should be checked to verify it is
authentic. Many Web sites will have an icon on the browser’s
status bar that shows the site to be secure. If a Web site begins
with “https:” it is more secure than a Web site that only starts
with “http:” The “s” means that the site is secure. However, no
matter what anyone says, no Web site is completely secure.
When using credit cards online, consumers need to make sure
that they check their credit card and bank statements as soon as
possible. Remember that if a statement is late by even a couple
days, consumers should contact their bank or credit card
company and check the billing addresses and account balances.
This could be a red flag that something is amiss.
Although nearly all banks now use the Internet for automatic
payments and other purposes, Internet transactions are not
completely secure. One of the authors of this book was recently
15. talking to the CEO of a large regional bank. The CEO confessed
that although his bank did not feel that it was completely safe to
conduct online banking, bank management believed it was
necessary to keep up with all the other banks that were using
online banking. As a result, this bank also provides Internet
banking despite the risk to its customers.
Customers should not open any attachment or download files
from e-mail unless they know who sent them and their purpose
for sending them. Everyone with Internet access should use
antivirus software and keep it up to date. Phishing e-mails
contain software that can harm computers and trace activities
while consumers are on the Internet. Antivirus software will
watch incoming communications for bad files. A firewall is an
effective way to block communications from unauthorized
sources. Broadband connections are especially vulnerable, and
caution should be used with them. If a consumer feels that he or
she has received a fraudulent e-mail or a suspicious file,
without opening the attachments, it should be forwarded
to www.ftc.gov for the FTC’s inspection.
11. Opt out of information sharing. Everyone in America who
has an account with a credit union, savings and loan, bank,
insurance agency, investment account, or mortgage company
will likely have their private information sold to marketing
companies, company affiliates, or other third parties. Under
the Gramm-Leach-Bliley Act, financial institutions have
the right to share personal information for a profit. Have you
ever wondered why you get more advertisements for clothing
than your roommate? Or perhaps your roommate gets more
preapproved credit card applications than you do.
Part of the reason is because banks, credit unions, and financial
institutions sell your information to marketing groups. These
groups know how much money consumers spend on clothes,
food, gas, and travel. These marketing agencies then market to
consumers in a way that is most effective. The Gramm-Leach-
Bliley Act also gives individuals the right to opt out of having
their information sold. However, many individuals are unaware
16. that they have this option. The majority of individuals aren’t
even aware that their information is being sold, used, and
circulated. To prevent identity theft and protect confidentiality,
individuals should go to their financial institutions and opt out
of having their information shared.15-2eProsecution of Identity
Theft
When people commit identity theft, they can now be prosecuted
criminally and/or civilly. To succeed in the prosecution, it is
usually necessary to show that the perpetrator acted
with intent to defraud the victim. This is best accomplished by
gathering appropriate evidential matter. Appropriate evidential
matter consists of the underlying data and all corroborating
information available. With most identity thefts, once evidential
matter is obtained, such as proof that a credit card, an auto loan,
or a large-ticket item was purchased with a fake identity, it is
relatively easy to prove intent.
In Chapter 1, we stated that criminal law is that branch of law
that deals with offenses of a public nature. Criminal laws
generally deal with offenses against society as a whole. They
are prosecuted either federally or by a state for violating a
statute that prohibits some type of activity. Every state, as well
as the federal government, has statutes prohibiting identity theft
in its various forms. Table 15.1 lists some of the more common
identity fraud federal statutes that every fraud examiner should
know about.
Table 15.1
Common Identity Fraud Statutes
STATUTE
TITLE AND CODE
DESCRIPTION
Identity Theft and Assumption Deterrence Act
Title 18 U.S. Code § 1028
This act is one of the most direct and effective statutes against
identity theft. This act was passed as a result of many identity
thefts that resulted in little or no fines or forms of punishment.
17. Gramm-Leach-Bliley Act
Title 15 U.S. Code § 6801-6809
Passed in 1999, this law prohibits the use of false pretenses to
access the personal information of others (before this time it
was actually legal to call up the bank and act as someone else to
gain his or her confidential personal information).
Health Information Portability and Accountability Act, 1996
Standards for Privacy of Individually Identifiable Health
Information, Final Rule—45 CFT Parts 160 and 165
This law came into effect on April 14, 2001. It protects the
privacy and confidentiality of patient information.
Drivers Privacy Protection Act of 1994
Title 18 U.S. Code § 2721
This act ensures that personal information contained by
departments of motor vehicles is not disclosed.
Family Educational Rights and Privacy Act of 1974
Title 20 U.S. Code § 1232
This act makes it illegal for any agency that receives federal
funding to disclose any educational or personal information of
any individual.
Fair Credit Reporting Act
Title 15 U.S. Code § 1681
This act gives exact procedures for correcting mistakes on
credit reports. It also requires that credit reports can only be
obtained for legitimate business needs.
Electronic Fund Transfer Act
Title 15 U.S. Code § 1693
This act provides some consumer protection for all fraudulent
transactions that involve using a credit card or other electronic
means to debit or credit an account.
Fair Debt Collection Practices Act
Title 15 U.S. Code § 1692
This act protects consumers from unfair or deceptive practices
used by debt collectors to collect overdue bills that a creditor
has forwarded for collection.
Fair Credit Billing Act
18. Title 15 U.S. Code, Chapter 41
This act limits consumers’ liability for fraudulent credit card
charges.
These are some of the more common statutes covering identity
thefts. Usually, when perpetrators are convicted, they serve jail
sentences and/or pay fines. Before perpetrators are convicted,
they must be proven guilty “beyond a reasonable doubt.” Juries
must rule unanimously on guilt for the perpetrator to be
convicted.15-2fOnce Identity Theft Has Occurred
Chances are that at some time in the future, you or someone you
know will become a victim of identity theft. If you are so
unfortunate, it is important to act quickly to minimize the
damages. A small amount of time, such as a few days, can make
a big difference when identity theft has occurred.
Victims of identity theft should immediately contact the FTC.
The FTC is available online at www.ftc.gov or by telephone at
1-877-ID THEFT (877-438-4338). The FTC has the
responsibility to work with victims of identity theft. The FTC
will not only provide victims with valuable materials, but will
also help contact enforcement agencies and credit reporting
agencies to minimize damages.
Although the FTC is the primary agency responsible for helping
victims of identity theft, a few other agencies are also helpful
resources for identity theft victims. The local FBI and/or U.S.
Secret Service agencies can help report and investigate different
types of identity theft. If a victim believes that some or part of
his or her mail has been redirected, the local Postal Inspection
Service can help fix the mail and identify if the perpetrator has
used mail as a tool to commit the fraud. If a victim suspects that
the perpetrator may have used improper identification
information and caused tax violations, he or she should call the
Internal Revenue Service at 1-800-829-0433. If a victim
believes that his or her SSN has been used fraudulently, he or
she should call the Social Security Administration at 1-800-269-
0271.
19. Because a victim’s reputation and credit report are directly
affected by identity theft, the principal credit reporting
agencies—TransUnion, Equifax, and Experian—should be
contacted as well. Because of the gravity of identity theft, all
three principal credit reporting agencies have developed fraud
units to help victims of identity theft. These fraud units can be
called at the following numbers: 1-800-680-7289 (TransUnion),
1-800-525-6285 (Equifax), and 1-800-397-3742 (Experian).
Many identity thefts involve fraudulent checks. Therefore,
victims of identity theft should contact all major check
verification companies. If a victim has had checks stolen or has
had bank accounts set up in his or her name, check verification
companies can help restore credit as well as clear up financial
debts. If a victim is aware of a particular merchant that has
received a stolen check, the victim should identify the
verification company that merchant uses and contact them.
While there are many check verification companies, some of the
more popular agencies are listed in Table 15.2.
Table 15.2
Check Verification Agencies
Agency
Help Line
Equifax
1-800-437-5120
CheckRite
1-800-766-2748
National Processing Company
1-800-526-5380
Shared Check Authorization Network (SCAN)
1-800-262-7771
TeleCheck
1-800-927-0188
CrossCheck
1-800-552-1900
ChexSystems
20. 1-800-428-9623
In addition to the agencies listed in Table 15.2, identity theft
victims should contact all creditors with whom their name or
identifying data have been fraudulently used. Victims should
also contact financial institutions that they believe may contain
fraudulent accounts in their name. Victims will probably need
to change personal identification numbers (PIN), bank account
cards, checks, and any other personal identifying data.