Integrated-system to minimizing cyber harassment in kingdom of Saudi Arabia (KSA)

Abstract

The proposed system framework consists two main databases: Lexicon dictionary and Summarized previous cases, by depending on Senti-ment analysis and N-Gram algorithms to match the terms and documents. In the first branch, the judge opens the cyber case and therefore the system will highlight the technical terms automatically. Furthermore, the technical terms matched with Lexicon dictionary will be high-lighted. After that, the judge opens the highlighted terms (as links), and description page will be appeared. The description page contains details about the technical terms (definitions, explanations, examples, etc). On the other side, the second branch aims to retrieve the related legal cases (from the database) judged by courts in UK and KSA. The related cases are the most closed cases to the current legal case by inserting keywords based on the current case. The judge benefits from these cases through the judgment issued to give the fair judgment. N-gram algorithm is used to find the related cases because it has smart approach to expect the most closed document and texts. The system provides the judge with laws used in issuing the judgment in KSA and UK courts.

An Empirical Investigation on Students’ Acceptance of (SM) Use for Teaching and Learning

“…There is a need to incorporate SM as an indispensable tool in the academic field due to positive perception entrenched in students [55]. The findings guide the academic institution to integrate SM tools while probing new ways of impacting the opinion of the teachers and students [33]. Perception is shaped by individual attitudes.…”

“…The different ways of communicating with others via knowledge sharing are highlighted by the increasing use of SM [1,30]. Moreover, the issue of the experience related to the use SM network has been studies by many researchers who found out that there is a significant relationship among collaborative authoring, learning outcomes, experience for collaborative learning, and resource sharing [31,32,33]. On the light of the discussion above, the flowing hypothesis was generated to be examined: H1: RS and EU are significantly related to each other.…”

“…Second, the perceived usefulness and ease of use, that in turn, affect students' attitude toward use SM. Third, students' attitude toward the use of SM which influences its use for teaching and learning [21,22,33,61].…”