Questions for Technology Fix versus Social Change1. Would you .docx
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Questions for Technology Fix versus Social Change 1. Would you consider yourself as more a “technofixer” or an “anti-technologist”? Why? What causes you to trust or distrust technology? 1. In general, do you think modern technology has done more harm or more good? Explain your answer. 1. How have dominant political and social values and attitudes changed over the past century? How have technological breakthroughs affected political and social thinking? For example, once nuclear weapons were developed, could people ever view global international conflicts the same way they viewed them in the pre-nuclear age? 1. Is it easier to develop a new technology or to change people’s basic attitudes and ways of thinking? Which is easier for a government in power to direct or control, a particular technology or social unrest and political change? Outlining Thesis Statement: Topic Sentences: I, II, III, Primary Support: A, B, C, Secondary Support: 1, 2, 3, ...
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NameTechnological Solution or Social ChangePlease answer the.docx
Name
Technological
Solution
or Social Change
Please answer the following questions in a short paragraphs of 3-5 sentences.
Questions for Technology Fix versus Social Change
1. Would you consider yourself as more a “technofixer” or an “anti-technologist”? Why?
What causes you to trust or distrust technology?
2. In general, do you think modern technology has done more harm or more good? Explain
your answer.
3. How have dominant political and social values and attitudes changed over the past
century? How have technological breakthroughs affected political and social thinking?
For example, once nuclear weapons were developed, could people ever view global
international conflicts the same way they viewed them in the pre-nuclear age?
4. Is it easier to develop a new technology or to change people’s basic attitudes and ways of
thinking? Which is easier for a government in power to direct or control, a particular
technology or social unrest and political change?
.
Engineering Ethics : The Social and Value Dimensions of Technology
1. Technology is influenced by society and also influences society in a two-way relationship. Engineers must consider the social and ethical implications of technological development.
2. Computer technology both benefits society through information access but also raises issues regarding privacy and how personal data is collected and used.
3. Engineering design involves addressing social and ethical issues, as technological development can be seen as a form of social experimentation with uncertain outcomes.
Social constructionism of technology
The document provides an overview of the theory of social construction of technology (SCOT). It discusses key concepts such as interpretive flexibility, relevant social groups, stabilization and controversies. SCOT views technological development as an interactive process that is shaped by engineers/technologists and social groups. It emerged from the sociology of scientific knowledge and holds that technology, like science, is socially constructed rather than following an independent logical path. The trajectory of a technology depends on how social groups interpret and assign meaning to it.
STS
1. The document presents a Venn diagram showing the interrelationships between science, technology, and society. Science informs technological advancements through discoveries and theories. Technology solves problems and makes work easier through practical applications of science. Society drives scientific inquiry and technological innovations through its needs.
2. The diagram is then explained through 15-20 sentences. Science contributes to new technologies through ideas in fields like physics and chemistry. Technological breakthroughs allow society to exist through things like industrial and agricultural revolutions. Society's needs also drive scientific inquiry in fields like epidemiology. The three sectors influence each other, with advances in one impacting the others.
3. The document discusses the importance of studying science, technology, and
Social Construction of Technology
The is a brief presentation on the central tenets of Bikjer and Pinch's theory on significant factors at play in forming, developing, adopting, and establishing sociotechnical objects.
Chapter 41. Identify three basic, yet major concepts which were .docx
Chapter 4
1. Identify three basic, yet major concepts which were dealt with in this reading:
There are various basic concepts which can be deduced from the reading. One of the concepts is social change. This concept involves the change of events which should take in the society and which should be for the good of the community. The second concept is the behavior and attitudes of people. These are the values ad way of living of people in a certain society, and it has been known to be a hard thing to change trough social engineering. The third concept is technological fixes. These are ways which technology is seen to bring change in the society without changing the behavior of the people.
2. What do you believe to be the most insightful idea in this reading?
There are many ideas which are good in the reading. One of the most insightful ideas is the fact that to change the behavior of the society is very hard and it takes time and resources to try and convince people on the reasons why they should change their behaviors (Teich, 2012). There are also attitudes which are very hard to change in the society. This shows that there is a great connection between social change and behavioral change which is an insightful concept.
3. What do you believe to be the greatest weakness in this selection?
One of the grates weakness in this selection is the ability to convert some of the social problems into technological problems. This is because technology is used to solve technological problems. This means that if the social problems should be solved using the technology, they must be viewed as technological problems which are a weakness.
4. What are the ethical issues and perspectives that are associated with this technology?
There are various issues which face technology when it tries to replace social engineering. One of the social problems is the increase of immorality in the society, and the technology has been seen to contribute the ethical issue hence technology cannot be used to solve the problem. Another ethical issue is the theft and lack of privacy at the workplace which is caused by technology hence it’s hard to solve the same problem using technology fixes.
5. What are the social, cultural, or environmental issues associated with this technology?
There are various issues which are associated with technology. Some of the technological fixes will affect the societal believes and attitudes like the issue of abortion. Also the use of pills to reduce the population. Technology is also seen to lead to increased criminal activities hence the increased use if technological fixes affect the society and also the cultural beliefs of people. Also, the use of technology means that the cultural ways have been neglected hence the culture can deteriorate.
Reference
Teich, A. (2012). Technology & the future. Boston, MA: Wadsworth Cengage Learning.
Read Chapter 2 and answer the question.
Continue on what I started . chapter
1. Identify three basic, ...
1.Examine the relationship between advances in technology and the re.docx
1.Examine the relationship between advances in technology and the responsibilities of global citizenship. Describe how technology has changed the way in which people pursue knowledge and how they address social concerns. Assess the challenges and benefits of a technical and global community, and recognize the impact of technological and global influences in your life.
2.
Explain what you have learned about the principles guiding general education from this course and the courses you have taken in the past. What are the most important concepts you have learned (a) from this course and (b) throughout your time as a university student? What are your plans for putting your education to use within your community? How might your newly-acquired knowledge and skills shape your personal and professional development?
.
Hacker Politics
This document discusses the challenges of technoscientific citizenship in contemporary democracies. It argues that technology, knowledge production, and democracy have an evolving relationship. Experts are seen as political stakeholders rather than neutral authorities. Citizen action and resistance, such as insistence and recombination, can repoliticize technology and policies through bottom-up tactics. Technoscientific citizenship involves inventing new rights and recombining codes through political and epistemological hacking in a politics of immanence.
Recommended
NameTechnological Solution or Social ChangePlease answer the.docx
Name
Technological
Solution
or Social Change
Please answer the following questions in a short paragraphs of 3-5 sentences.
Questions for Technology Fix versus Social Change
1. Would you consider yourself as more a “technofixer” or an “anti-technologist”? Why?
What causes you to trust or distrust technology?
2. In general, do you think modern technology has done more harm or more good? Explain
your answer.
3. How have dominant political and social values and attitudes changed over the past
century? How have technological breakthroughs affected political and social thinking?
For example, once nuclear weapons were developed, could people ever view global
international conflicts the same way they viewed them in the pre-nuclear age?
4. Is it easier to develop a new technology or to change people’s basic attitudes and ways of
thinking? Which is easier for a government in power to direct or control, a particular
technology or social unrest and political change?
.
Engineering Ethics : The Social and Value Dimensions of Technology
1. Technology is influenced by society and also influences society in a two-way relationship. Engineers must consider the social and ethical implications of technological development.
2. Computer technology both benefits society through information access but also raises issues regarding privacy and how personal data is collected and used.
3. Engineering design involves addressing social and ethical issues, as technological development can be seen as a form of social experimentation with uncertain outcomes.
Social constructionism of technology
The document provides an overview of the theory of social construction of technology (SCOT). It discusses key concepts such as interpretive flexibility, relevant social groups, stabilization and controversies. SCOT views technological development as an interactive process that is shaped by engineers/technologists and social groups. It emerged from the sociology of scientific knowledge and holds that technology, like science, is socially constructed rather than following an independent logical path. The trajectory of a technology depends on how social groups interpret and assign meaning to it.
STS
1. The document presents a Venn diagram showing the interrelationships between science, technology, and society. Science informs technological advancements through discoveries and theories. Technology solves problems and makes work easier through practical applications of science. Society drives scientific inquiry and technological innovations through its needs.
2. The diagram is then explained through 15-20 sentences. Science contributes to new technologies through ideas in fields like physics and chemistry. Technological breakthroughs allow society to exist through things like industrial and agricultural revolutions. Society's needs also drive scientific inquiry in fields like epidemiology. The three sectors influence each other, with advances in one impacting the others.
3. The document discusses the importance of studying science, technology, and
Social Construction of Technology
The is a brief presentation on the central tenets of Bikjer and Pinch's theory on significant factors at play in forming, developing, adopting, and establishing sociotechnical objects.
Chapter 41. Identify three basic, yet major concepts which were .docx
Chapter 4
1. Identify three basic, yet major concepts which were dealt with in this reading:
There are various basic concepts which can be deduced from the reading. One of the concepts is social change. This concept involves the change of events which should take in the society and which should be for the good of the community. The second concept is the behavior and attitudes of people. These are the values ad way of living of people in a certain society, and it has been known to be a hard thing to change trough social engineering. The third concept is technological fixes. These are ways which technology is seen to bring change in the society without changing the behavior of the people.
2. What do you believe to be the most insightful idea in this reading?
There are many ideas which are good in the reading. One of the most insightful ideas is the fact that to change the behavior of the society is very hard and it takes time and resources to try and convince people on the reasons why they should change their behaviors (Teich, 2012). There are also attitudes which are very hard to change in the society. This shows that there is a great connection between social change and behavioral change which is an insightful concept.
3. What do you believe to be the greatest weakness in this selection?
One of the grates weakness in this selection is the ability to convert some of the social problems into technological problems. This is because technology is used to solve technological problems. This means that if the social problems should be solved using the technology, they must be viewed as technological problems which are a weakness.
4. What are the ethical issues and perspectives that are associated with this technology?
There are various issues which face technology when it tries to replace social engineering. One of the social problems is the increase of immorality in the society, and the technology has been seen to contribute the ethical issue hence technology cannot be used to solve the problem. Another ethical issue is the theft and lack of privacy at the workplace which is caused by technology hence it’s hard to solve the same problem using technology fixes.
5. What are the social, cultural, or environmental issues associated with this technology?
There are various issues which are associated with technology. Some of the technological fixes will affect the societal believes and attitudes like the issue of abortion. Also the use of pills to reduce the population. Technology is also seen to lead to increased criminal activities hence the increased use if technological fixes affect the society and also the cultural beliefs of people. Also, the use of technology means that the cultural ways have been neglected hence the culture can deteriorate.
Reference
Teich, A. (2012). Technology & the future. Boston, MA: Wadsworth Cengage Learning.
Read Chapter 2 and answer the question.
Continue on what I started . chapter
1. Identify three basic, ...
1.Examine the relationship between advances in technology and the re.docx
1.Examine the relationship between advances in technology and the responsibilities of global citizenship. Describe how technology has changed the way in which people pursue knowledge and how they address social concerns. Assess the challenges and benefits of a technical and global community, and recognize the impact of technological and global influences in your life.
2.
Explain what you have learned about the principles guiding general education from this course and the courses you have taken in the past. What are the most important concepts you have learned (a) from this course and (b) throughout your time as a university student? What are your plans for putting your education to use within your community? How might your newly-acquired knowledge and skills shape your personal and professional development?
.
Hacker Politics
This document discusses the challenges of technoscientific citizenship in contemporary democracies. It argues that technology, knowledge production, and democracy have an evolving relationship. Experts are seen as political stakeholders rather than neutral authorities. Citizen action and resistance, such as insistence and recombination, can repoliticize technology and policies through bottom-up tactics. Technoscientific citizenship involves inventing new rights and recombining codes through political and epistemological hacking in a politics of immanence.
1.The introduction of new technologies has significantly affected .docx
1.
The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits.
2.
The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following:
Review the Final Research Paper instructions in Week Five, and identify three potential research topics.
Describe methods that may be helpful in identifying and narrowing your research paper topic.
Examine two scholarly sources that may prove valuable as you seek to defend your claims.
Address why scholarly sources should be used to support your writing on the selected topic.
.
WK1 DQ 1The first step in the research process is selecting a to.docx
WK1 DQ 1
The first step in the research process is selecting a topic that is both interesting and manageable. For this discussion, complete the following:
· Review the Final Research Paper instructions in Week Five, and identify three potential research topics.
· Describe methods that may be helpful in identifying and narrowing your research paper topic.
· Examine two scholarly sources that may prove valuable as you seek to defend your claims.
· Address why scholarly sources should be used to support your writing on the selected topic.
(Research the responsibility of a critical thinker in a contemporary society. You may choose any topic that deals with a contemporary social concern. Examine the principles of critical thought in relation to the chosen societal concern, and consider the importance of ethics, moral reasoning, a research-based process to search for truth, and the advantages of information technology in gathering data. Potential social concerns include, but are not limited to health (e.g., obesity, smoking, or underage drinking), poverty (e.g., homelessness, basic needs, or transportation issues), family relations and dynamics (e.g., teen violence, physical abuse, depression, or suicide), social media (e.g., privacy), immigration (e.g., illegal), and education (e.g., plagiarism and/or cheating).
WK 1 DQ 2
The introduction of new technologies has significantly affected the social lives of many. These changes, which reflect how people use technology to interact, provide an example of trends that you might examine in your Final Research Paper. For this discussion, identify a significant change that has occurred in the way people communicate and share information, and reflect on the impact this change has had on individuals and society in general today (local and global). Keep in mind that not all social trends affect all groups in society to the same degree. In addition, examine the influence of social media on an individual’s personal and professional pursuits.
WK3 DQ 1
Read the articles, Bowling Alone: America’s Declining Social Capital and Still Bowling Alone? The Post-9/11 Split from the Project Muse database in the Ashford University Library. For this discussion, complete the following:
· In your own words, describe what is meant by the term “social capital.”
· Examine the influences of social connections and technology and civic engagement in academic and professional pursuits.
· Evaluate the significance of social capital in the context of global citizenship and multicultural understanding
WK3 DQ2
In recent years, immigration, health care reform, and fiscal policy have emerged as key issues in U.S. federal policy. There are many sides to each debate, and research is proliferating.
identify a scholarly article that answers research questions associated with the debate over immigration, health care reform, or fiscal policy (select one). Apply the principles of critical thinking to the selected issue. Cite the article or webs.
Science-Technology-and-Society-module-1-pptx lecture.pptx
This document introduces the field of Science, Technology and Society (STS). STS studies how scientific knowledge and technological systems are produced, distributed and used, and the impact they have on different groups. It draws from various disciplines like history of science and sociology. Science and technology are pervasive in everyday life but also have problematic impacts that need exploration. They are important for military power, economic strength and medical well-being but have also caused failures and ethical issues. In response, STS has emerged as a new academic field of study analyzing the interaction between technical and social phenomena.
Science-Technology-and-Society-module-1-pptx lecture.pptx
This document introduces the field of Science, Technology and Society (STS). STS studies how scientific knowledge and technological systems are produced, distributed and used, and the impact they have on different groups. It draws from various disciplines like history of science and sociology. Science and technology are pervasive in everyday life but also have problematic impacts that need exploration. They are important for military power, economic strength and medical well-being but have also caused failures and ethical issues. In response, STS has emerged as a new academic field of study analyzing the interaction between technical and social phenomena.
Lecture 1_Introduction to Science, Technology, and Society.pptx
The document provides information about a course titled "Science, Technology and Society". It includes the course syllabus, schedule, prerequisites, credit units, and instructor details. The course aims to help students understand the impacts of science and technology on society and develop knowledge, values, and skills related to issues at the intersection of science, technology and society. It will be taught over the summer term in 2022-2023 and include topics such as the role of social media and the effects of science and technology on the environment and nation-building.
Comm 309
This document discusses theories about how technology impacts social interaction. It examines the myths of technological determinism, which claims that technology directly causes social changes. Alternative perspectives of social constructivism and social realism argue that technology's effects depend on how it is used in specific social and historical contexts. Both technology and society shape each other in complex ways. Early technologies may be more influenced by their users, while mature technologies have stronger and more subtle impacts on social life.
Physics, technology and society
Physics affects technology and society in interconnected ways. Developments in physics allow new technologies to be created, which then drive further scientific progress and also impact society. For example, certain technologies rely on scientific investigations that require specific technologies, while technologies can also have unintended societal effects that spur additional scientific study. Physics is also considered the most fundamental science, as it plays a key role in advancing other disciplines and driving technological progress that transforms communication and economic development in society.
Ethics and Engineering.pdf
This document outlines learning objectives related to autonomous vehicle technology development:
It discusses Jacques Ellul's concept of "technique" and how technological advances can outpace social norms and regulations. It addresses the Collingridge dilemma - that the effects of new technologies are difficult to predict early in development but become difficult to change later. It proposes examining technologies as social experiments and whether they meet ethical standards of informed consent, avoiding harm, fairness, and benefitting society.
Chapter 3 research design
This chapter outlines the methodology and research design for a study on how new technologies are adopted and appropriated by individuals. It takes a qualitative, longitudinal approach to understand the process of adoption over time. The study aims to:
1) Examine technology use across different life domains (home, work, social) and the crossovers between them.
2) Take a person-centered approach rather than focusing on a single technology.
3) Understand appropriation at the level of artifacts, proposed uses/visions, and broader social issues.
The research questions guide an exploration of boundaries between life domains, adoption challenges, the role of social networks, and reasons for non-adoption. Participant observation over
IntroToCybersecurityEthics.pdf
This document provides an introduction to cybersecurity ethics. It discusses how ethics is relevant to technology and cybersecurity given that technologies impact human lives and opportunities. Some key ethical issues in cybersecurity include:
- Cybersecurity practices aim to protect data, systems and networks that support important human institutions and practices, and therefore impact individuals' ability to live well.
- New technologies are transforming society rapidly, outpacing legal frameworks. This increases the need for technical experts to consider ethical impacts of their work.
- Technologies can distribute benefits and harms unevenly, raising issues of justice and fairness.
- As systems become more interconnected and vulnerable, cybersecurity professionals face challenges in balancing security with factors like costs, transparency
Social Instiutions 250 words Instruction pick Please choose .docx
Social Instiutions 250 words: Instruction pick :
Please choose one of the following questions:
1. In which forms of government do average citizens have the least and most political power? What options might they have for exerting political power under this type of government? In your response, also discuss voter participation in the U.S. Explain how a voter’s social class and other social factors can affect his or her voting practices. Besides voting, how can U.S. citizens influence political processes and outcomes? Have you personally used any of these strategies?
2. Describe your vision of a model economic system - is it capitalist, socialist, or somewhere in between? In your answer be sure to compare and contrast the two major economic systems (capitalism and socialism). How do you think the United States economy will change as we move closer to a technology-driven service economy?
3. What factors contribute to the disparities in health among racial, ethnic, and gender groups in the United States? How is this a sociological issue as well as a medical one? What diseases are the most stigmatized in the U.S.? Which are the least? Is this different in different cultures or social classes?
The Week 7 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Interpret the United States economy and politics.
Discuss the sociological study of health and medicine in society.
Social Change 250 words required pick the following to discuss:
Please choose one of the following questions:
1. The reading discusses the efforts to revitalize city areas that have historically been less affluent, the process of gentrification. What are the potential effects of gentrification on the economy and current residents of the neighborhood? NIMBY (Not In My Back Yard) protests occur when concerned citizens band together to speak up against something that will impact them negatively. Who is more likely to be involved in NIMBY protests and where do they occur? Give an example of a NIMBY protest and whether you support it or not.
2. Consider what you have learned about collective behavior, social movements, and social change this week. How is the global expansion of social media likely to affect how people pursue social change? How has it done so already? Use specific examples as you analyze social movements, social change, technology, and the media.
The Week 8 Forum meets the following course objectives:
Apply a sociological perspective to the social world.
Analyze contemporary social issues using the sociological imagination and use sociological theories and concepts to analyze everyday life.
Explain collective behavior, social movements, and social change.
...
Essay On Modern Technology. Viterbo University
Writing an essay on modern technology poses several challenges: it requires understanding a vast scope of technological fields and innovations, their societal impacts, and ethical issues. Additionally, technology is constantly evolving, so information can become outdated quickly requiring continuous research. Moreover, addressing societal implications necessitates exploring ethical, social, and economic aspects of tech progress in a nuanced way. However, exploring innovations like AI, biotech, and sustainability offers opportunities to delve into fascinating aspects of human progress while communicating complex ideas clearly.
Digital media project 1
Modern Techno Addiction
Students and young adults admit to feeling addicted to modern technology like smartphones, laptops, and social media. A study called "World Unplugged" asked students across 10 countries to abstain from media for 24 hours. Many reported feelings of anxiety, depression, and an inability to voluntarily avoid their devices for a full day. While technology provides benefits, overuse can be harmful and some feel unable to control their usage. Teens today have grown up immersed in digital communication through texting and social media, which has both positive and negative impacts on their social and emotional development according to research.
Keynote presentation scientific revival day, 2014 maurice_bolo [compatibility...
Keynote presentation scientific revival day, 2014 maurice_bolo [compatibility...The Scinnovent Centre
The importance of public engagement in public policy especially in science, technology and innovationAssignment DetailsPart 1For many thousands of years, the.docx
Assignment Details
Part 1
For many thousands of years, the primary method of communication was for people to physically gather together to share ideas and discuss concerns. In today’s technology driven world, huge numbers of people gather together without ever directly seeing each other. This is done through social media. Social media is known to produce great changes on how individuals and communities communicate and perceive each other.
Complete the following in a minimum 1-page response:
Briefly, define social media such as Google+®, Twitter®, Pinterest®, LinkedIn®, and Facebook® and how it differs from traditional media. In addition, how has social media impacted the workplace?
Given the increased prevalence of social media, how has your personal perspective of multiculturalism and diversity been impacted?
Select an organization you belong to. How do you think your perspective has impacted that organization? How do you feel that others in the organization have been impacted?
Part 2
As an information technology professional, you are faced with opposing perspectives on ethical issues in your daily work. Research opposing perspectives on ethical issues faced in the Information Technology field as it pertains to networking. An example might be the difference in perspectives of utilizing biometrics for authentication.
Take into consideration the opposing perspectives of different technologies, as it relates to ethics and complete the following in a minimum 1-page essay.
Identify the opposing perspective you have chosen.
Explain the ethical implications that are inherent with both sides of the issue.
Given the ethical implications on both sides of the issue, evaluate the ethical implications on both sides.
Provide your perspective on how you might apply the issue in a work situation.
.
Uses of Traditional Media and Social Media in the Present World
Uses of Traditional Media and Social Media in the Present WorldBangabandhu Sheikh Mujibur Rahman Science and Technology University
Social media is challenging traditional media in some ways but traditional media still retains its position due to some advantages. While social media allows two-way communication and is popular among young people, traditional media is seen as more credible. Interviews with teachers, journalists, and IT experts showed differing views with younger people supporting social media more, while older individuals supported traditional media. Both media types play important roles and combining their strengths could benefit both. Government policy aims to ensure effective social media use while protecting security, and restricting content that damages unity or religious feelings.GU STIA305 01
This document provides an overview of a course on science, technology, and international affairs (STIA). The course examines how science and technology impact world affairs and vice versa. It explores key issues at the intersection of these fields, such as climate change, health pandemics, and weapons proliferation. The course also analyzes how economic, social, and political forces shape the development and diffusion of science and technology, raising important ethical questions. Overall, the document emphasizes that science, technology, and international affairs are deeply intertwined and influence each other in complex ways.
SCIENCE TECHNOLOGY AND SOCIETY MODULE 1
This document discusses three perspectives on the relationship between science, technology, and society:
1) "Science and Technology Shaping Society", where technological developments are seen as driving social change.
2) "Society Shaping Technology and Science", where social factors shape the direction of scientific and technological progress.
3) "Interrelations between Science, Technology and Society", asserting that science, technology, and society interact and influence each other.
The document provides examples and details on each perspective to analyze their different views on how science, technology, and society interact.
1 An Introduction to Data Ethics MODULE AUTHOR1 S
1
An Introduction to Data Ethics
MODULE AUTHOR:1
Shannon Vallor, Ph.D.
William J. Rewak, S.J. Professor of Philosophy, Santa Clara University
TABLE OF CONTENTS
Introduction 2-7
PART ONE:
What ethically significant harms and benefits can data present? 7-13
Case Study 1
PART TWO:
Common ethical challenges for data practitioners and users
Case Study 2
Case Study 3 25-28
PART THREE:
What are data practitioners’ obligations to the public? 29-33
Case Study 4
PART FOUR:
What general ethical frameworks might guide data practice?
PART FIVE:
What are ethical best practices for data practitioners? 48-56
Case Study 5 57-58
Case Study 6 58-59
APPENDIX A: Relevant Professional Ethics Codes & Guidelines (Links) 60
APPENDIX B: Bibliography/Further Reading 61-63
1 Thanks to Anna Lauren Hoffman and Irina Raicu for their very helpful comments on an early draft of this module.
33-39
39-47
13-16
17-21
21-25
2
An Introduction to Data Ethics
MODULE AUTHOR:
Shannon Vallor, Ph.D.
William J. Rewak, S.J. Professor of Philosophy, Santa Clara University
1. What do we mean when we talk about ‘ethics’?
Ethics in the broadest sense refers to the concern that humans have always had for figuring out
how best to live. The philosopher Socrates is quoted as saying in 399 B.C. that “the most important
thing is not life, but the good life.”2 We would all like to avoid a bad life, one that is shameful
and sad, fundamentally lacking in worthy achievements, unredeemed by love, kindness, beauty,
friendship, courage, honor, joy, or grace. Yet what is the best way to obtain the opposite of this
– a life that is not only acceptable, but even excellent and worthy of admiration? How do we
identify a good life, one worth choosing from among all the different ways of living that lay open
to us? This is the question that the study of ethics attempts to answer.
Today, the study of ethics can be found in many different places. As an academic field of study,
it belongs primarily to the discipline of philosophy, where it is studied either on a theoretical
level (‘what is the best theory of the good life?’) or on a practical, applied level as will be our
focus (‘how should we act in this or that situation, based upon our best theories of ethics?’). In
community life, ethics is pursued through diverse cultural, religious, or regional/local ideals and
practices, through which particular groups give their members guidance about how best to live.
This political aspect of ethics introduces questions about power, justice, and responsibility. On a
personal level, ethics can be found in an individual’s moral reflection and continual strivings to
become a better person. In work life, ethics is often formulated in formal codes or standards to
which all members of a profession are held, such as those of medical or legal ethics. Professional
ethics is also taught in dedicated courses, such as business ethics. ...
STS_week1.pptx
This document provides information about an introductory course on Science, Technology, and Society (STS 101). It includes:
1. Course details such as name, credits, description, contact hours, and requirements. Grading will be based on attendance, exams, assessments, and participation.
2. An overview of the first topic which will define STS and discuss its scope and importance. Students will learn how science, technology, and society interact and influence each other.
3. Basic concepts that will be covered like the differences, relationships, and impacts of science, technology, and society. Examples of both successes and limitations of science are given.
The course aims to give students background on STS
1-Racism Consider the two films shown in class Night and Fog,.docx
1-Racism:
Consider the two films shown in class "Night and Fog", and "Mr. Tanimoto's Journey". What do you think are the salient similarities, if any? What are the crucial differences? Why?
2- Slavery New & Old
Bales notes that New Slavery is very different from Old Slavery. What are some of the differences he describes? What are the links between New Slavery and the Globalized Economy?
Bales also notes that there are things we each can do to end slavery, but that this requires taking a "very dispassionate look at slaves as a commodity" (Bales 250). Why?
Finally, he suggests that activism without a broad-based explanatory framework is worse than none at all. Why does he think so? Do you agree? Why or why not?
3- Human- The Film
How, if at all, does the film "Human" resonate with or reflect themes explored in What Matters? Which of the characters was most compelling to you, and why?
4- Culture and Power Create Scarcity
Recognize that power and culture are inseparable, one does not exist without the other, and currently the dominant form of culture is based upon industrial production requiring essentially infinite energy supplies – which do not in fact exist. So we collectively face a terrible problem. And yet the greatest burden of this problem is being borne by those least able to do anything about it, while at the same time those who benefit most from the economic inequalities imposed by the culture of industrial production and imposed scarcity are unwilling or unable to recognize that things cannot continue as they are. This is our dilemma; one we must solve now or ignore and risk facing unimaginable chaos later.
Concerned about the ultimate implications of his theories about space, time and energy, Einstein pointed out that 20th century problems would never be solved by 19th century thinking. Indeed, by the same token, 21st century problems will not be solved with 20th century thinking either. The same can be said for oversimplified false dichotomies between 'conservatives' and 'liberals' and particularly 'capitalism' and 'communism'. The latter pair of binary opposites are 19th century ideas while the former are legacies of the 20th century.
We are well beyond the political and economic circumstances that informed such artificially limited conceptualizations of the human condition in many, many ways. And yet, these same tired inaccurate philosophical cages are still supposed to encompass the almost infinite variety and subtleties of contemporary global and local political economies? This is essentially the problem Einstein was concerned with when he noted the conceptual poverty of such willed ignorance. Our technological capacity has outstripped our cultural mechanisms of maintaining social control (consider greed: how much is enough?) and exacerbated our ability to impose physically violent solutions to complex and entirely negotiable problems. Our challenge now is to reassert the primacy of compassion and respect for differenc.
1-2 December 2015 Geneva, SwitzerlandWHO INFORMAL CO.docx
1-2 December 2015 | Geneva, Switzerland
WHO INFORMAL CONSULTATION
MEETING REPORT
Anticipating Emerging Infectious Disease Epidemics
AE_meetingReport_FINAL.indd 1 07/11/16 13:20
© World Health Organization 2016
All rights reserved. Publications of the World Health Organization are available on the WHO website (www.who.int) or can be purchased from WHO
Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: [email protected]
who.int).
Requests for permission to reproduce or translate WHO publications –whether for sale or for non-commercial distribution– should be addressed to
WHO Press through the WHO website (www.who.int/about/licensing/copyright_form/en/index.html).
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part
of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation
of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health
Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are
distinguished by initial capital letters.
All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication. However, the
published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of
the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use.
WHO/OHE/PED/2016.2
AE_meetingReport_FINAL.indd 2 07/11/16 13:20
Foreword
Executive summary
01 Introduction
02 Opening Session
03 Session 1: Back to the future: Learning from the past
04 Session 2: Future epidemics: moving and blurry targets
05 Session 3: Science and technology: opportunities and challenges
06 Session 4: Making the most of Big Brother
07 Session 5: Curing and not harming: that is the question
08 Session 6: Preventing the spread of infectious diseases in a global village
09 Closing session: Convergence and looking forward
10 Major discussion themes
Annex 1: List of Participants
Annex 2: Agenda at a glance
Annex 3: Speakers by session
Annex 4: Ideas Wall and Ideas Box
4
5
10
13
14
21
26
33
38
45
50
54
57
61
63
64
TABLE OF CONTENTS
AE_meetingReport_FINAL.indd 3 07/11/16 13:20
One of the greatest threats to global health is the spread of uncontrolled epidemics due to highly pathogenic
infectious diseases, espec.
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Introduction 2-7
PART ONE:
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Case Study 1
PART TWO:
Common ethical challenges for data practitioners and users
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Case Study 3 25-28
PART THREE:
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Case Study 4
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Case Study 5 57-58
Case Study 6 58-59
APPENDIX A: Relevant Professional Ethics Codes & Guidelines (Links) 60
APPENDIX B: Bibliography/Further Reading 61-63
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1-2 December 2015 | Geneva, Switzerland
WHO INFORMAL CONSULTATION
MEETING REPORT
Anticipating Emerging Infectious Disease Epidemics
AE_meetingReport_FINAL.indd 1 07/11/16 13:20
© World Health Organization 2016
All rights reserved. Publications of the World Health Organization are available on the WHO website (www.who.int) or can be purchased from WHO
Press, World Health Organization, 20 Avenue Appia, 1211 Geneva 27, Switzerland (tel.: +41 22 791 3264; fax: +41 22 791 4857; e-mail: [email protected]
who.int).
Requests for permission to reproduce or translate WHO publications –whether for sale or for non-commercial distribution– should be addressed to
WHO Press through the WHO website (www.who.int/about/licensing/copyright_form/en/index.html).
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part
of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation
of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement.
The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the World Health
Organization in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are
distinguished by initial capital letters.
All reasonable precautions have been taken by the World Health Organization to verify the information contained in this publication. However, the
published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of
the material lies with the reader. In no event shall the World Health Organization be liable for damages arising from its use.
WHO/OHE/PED/2016.2
AE_meetingReport_FINAL.indd 2 07/11/16 13:20
Foreword
Executive summary
01 Introduction
02 Opening Session
03 Session 1: Back to the future: Learning from the past
04 Session 2: Future epidemics: moving and blurry targets
05 Session 3: Science and technology: opportunities and challenges
06 Session 4: Making the most of Big Brother
07 Session 5: Curing and not harming: that is the question
08 Session 6: Preventing the spread of infectious diseases in a global village
09 Closing session: Convergence and looking forward
10 Major discussion themes
Annex 1: List of Participants
Annex 2: Agenda at a glance
Annex 3: Speakers by session
Annex 4: Ideas Wall and Ideas Box
4
5
10
13
14
21
26
33
38
45
50
54
57
61
63
64
TABLE OF CONTENTS
AE_meetingReport_FINAL.indd 3 07/11/16 13:20
One of the greatest threats to global health is the spread of uncontrolled epidemics due to highly pathogenic
infectious diseases, espec.
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1-http://fluoridealert.org/researchers/states/kentucky/
2-
3-School fluoridation studies in Elk Lake, Pennsylvania, and Pike County, Kentucky--results after eight years.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1229128/?page=1
4-American Association for Dental Research Policy Statement on Community Water Fluoridation
http://journals.sagepub.com/doi/abs/10.1177/0022034518797274
5- Ground-Water Quality in Kentucky: Fluoride - University of Kentucky
http://www.uky.edu/KGS/pdf/ic12_01.pdf
6-Kentucky Oral Health Program Brochure - Cabinet for Health.
https://chfs.ky.gov/agencies/dph/dmch/cfhib/Oral%20Health%20Program/beigebrochureoralhealth80107.pdf
7-
8-
9-
PIIS00028177146263
98.pdf
746 JADA, Vol. 131, June 2000
Enamel fluorosis is a hypomineralization of the
enamel caused by the ingestion of an amount of
fluoride that is above optimal levels during
enamel formation.1,2 Clinically, the appearance of
enamel fluorosis can vary. In its mildest form, it
appears as faint white lines or streaks visible
only to trained examiners under controlled exam-
ination conditions. In its pronounced form, fluo-
rosis manifests as white mottling of the teeth in
which noticeable white lines or streaks often
have coalesced into larger opaque areas.2,3 Brown
staining or pitting of the enamel also may be
present.2,3 In its most severe form, actual break-
down of the enamel may occur.2,3
In recent years, there has been an increase in
the prevalence of children seen with enamel fluo-
A B S T R A C T
Background. Few studies have evaluated the
impact of specific fluoride sources on the prevalence of
enamel fluorosis in the population. The author con-
ducted research to determine attributable risk percent
estimates for mild-to-moderate enamel fluorosis in two
populations of middle-school–aged children.
Methods. The author recruited two groups of
children 10 to 14 years of age. One group of 429 had
grown up in nonfluoridated communities; the other
group of 234 had grown up in optimally fluoridated
communities. Trained examiners measured enamel
fluorosis using the Fluorosis Risk Index and meas-
ured early childhood fluoride exposure using a ques-
tionnaire completed by the parent. The author then
calculated attributable risk percent estimates, or the
proportion of cases of mild-to-moderate enamel fluo-
rosis associated with exposure to specific early fluo-
ride sources, based on logistic regression models.
Results. In the nonfluoridated study sample,
sixty-five percent of the enamel fluorosis cases were
attributed to fluoride supplementation under the pre-
1994 protocol. An additional 34 percent were
explained by the children having brushed more than
once per day during the first two years of life. In the
optimally fluoridated study sample, 68 percent of the
enamel fluorosis cases were explained by the children
using more than a pea-sized amount of toothpaste
during the first year of life, 13 percent by having
been inappropriately given a fluoride supple.
1. Consider our political system today, in 2019. Which groups of peo.docx
1. Consider our political system today, in 2019. Which groups of people are
excluded from participating in the political process?
Please identify at least two groups of people who are excluded and engage with at least one of your colleagues and explain why you either agree or disagree with the group of people that they identified. As always, use your critical thinking skills to answer this.
2.
What speech is protected under the
first amendment
and what speech is
excluded
from first amendment protection? And why?
.
1-Ageism is a concept introduced decades ago and is defined as .docx
1-Ageism is a concept introduced decades ago and is defined as “the prejudices and stereotypes that are applied to older people sheerly on the basis of their age…” (Butler, Lewis, & Sutherland, 1991).
DQ: What are some common misconceptions you have heard or believed about older adults? What can you do to dispel these myths?
2-Please use textbook as, at least, one reference.
3-Please abide by APA 7th edition format in your writing.
4-Answers should be 2-3 Paragraphs made up of 3-4 sentences each
UNIT 1 CHAPTER 4 LIFE TRANSITIONS AND HISTORY (ATTACHED)
.
1. Create a PowerPoint PowerPoint must include a minimum of.docx
1.
Create a PowerPoint:
PowerPoint must include a minimum of 12 slides (including Title Slide and Reference slide). Ensure that information is cited in-text throughout the presentation. Use inspirational quotes, graphics, visual aids, and video clips to enhance your presentation. Ensure that information included on your slides is properly paraphrased and cited; the use of direct quotes is prohibited. A minimum of three sources should be included (your textbook counts); ensure sources are credible.
Once you have chosen your format, choose a type of stress (schoolwork, family, job, a relationship, etc) and answer all of the following questions:
1. Give examples that causes the stress.
2. Describe healthy coping mechanisms you can use to help with stress.
3. Discuss of the warning signs of stress is in your life.
4. Describe the short-term effects stress can have on an individual.
5. Describe the long-term effects stress can have on an individual.
.
1. Compare vulnerable populations. Describe an example of one of the.docx
1. Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2.
How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? How should the nurse address these concepts to ensure health promotion activities are culturally competent? Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue. Cite and reference the article in APA format.
.
1. Complete the Budget Challenge activity at httpswww.federa.docx
1. Complete the Budget Challenge activity at: https://www.federalbudgetchallenge.org/challenges/20/pages/overview
a. Keep a record of your selections and why you decided to select them and not the other options. ( keep a record of your selections in piece of paper so you can go back and reflect on your choices in your write-up. For instance, the first choice is about investments. So, on a piece of paper write down whether you selected any of the investment choices and a quick note about why you chose (for example) to spend $30B to establish a National Infrastructure Bank but didn't select to invest in the other options.) your selections as those reflect your own personal, subjective, choices. I will grade the assignment based on whether you have provided a thoughtful written response that answers the questions posted on the instructions.
b. When you’ve finished, save your results summary page.
2. Write a 2.5+ page summary overview of your experience, discussing your budget selections and analyzing your responses. Use the following questions to guide your response, but don't be limited by them:
a. What was challenging?
b. What was easy?
c. What do your selections say about your policy priorities and political ideologies?
** source: (Author Last Name, Year, pg.)
June 2003: WAY IN THE MIDDLE OF THE AIR
“Did you hear about it?”
“About what?”
“The niggers, the niggers!”
“What about ’em?”
“Them leaving, pulling out, going away; did you hear?”
“What you mean, pulling out? How can they do that?”
“They can, they will, they are.”
“Just a couple?”
“Every single one here in the South!”
“No.”
“Yes!”
“I got to see that. I don’t believe it. Where they going — Africa?”
A silence.
“Mars.”
“You mean the planet Mars?”
“That’s right.”
The men stood up in the hot shade of the hardware porch. Someone quit lighting a pipe. Somebody else spat out into the hot dust of noon.
“They can’t leave, they can’t do that.”
“They’re doing it, anyways.”
“Where’d you hear this?”
“It’s everywhere, on the radio a minute ago, just come through.”
Like a series of dusty statues, the men came to life.
Samuel Teece, the hardware proprietor, laughed uneasily. “I wondered what happened to Silly. I sent him on my bike an hour ago. He ain’t come back from Mrs. Bordman’s yet. You think that black fool just pedaled off to Mars?”
The men snorted.
“All I say is, he better bring back my bike. I don’t take stealing from no one, by God.”
“Listen!”
The men collided irritably with each other, turning.
Far up the street the levee seemed to have broken. The black warm waters descended and engulfed the town. Between the blazing white banks of the town stores, among the tree silences, a black tide flowed. Like a kind of summer molasses, it poured turgidly forth upon the cinnamon-dusty road. It surged slow, slow, and it was men and women and horses and barking dogs, and it was little boys and girls. And from the mouths of the people partaking of this tide came the sound of a river. A summer-.
1. Connections between organizations, information systems and busi.docx
1. Connections between organizations, information systems and business processes.
2. There are a number of benefits associated with cutting edge business analytics.
3. Three conditions that contribute to data redundancy and inconsistency are:
4. Network neutrality
5. Simple Object Access Protocol (SOAP).
6. Outsourcing IT-advantages and disadvantages
7. The security challenges faced by wireless networks
.
1-Experiences with a Hybrid Class Tips And PitfallsCollege .docx
1-Experiences with a Hybrid Class: Tips And Pitfalls
College Teaching Methods & Styles Journal, 2006, Vol.2(2), p.9-12
Notes
This paper will discuss the author's experiences with converting a traditional classroom-based course to a hybrid class, using a mix of traditional class time and web-support. The course which was converted is a lower-level human relations class, which has been offered in both the traditional classroom-based setting and as an asynchronous online course. After approximately five years of offering the two formats independently, the author decided to experiment with improving the traditional course by adopting more of the web-based support and incorporating more research and written assignments in "out of class" time. The course has evolved into approximately 60% traditional classroom meetings and 40% assignments and other assessments out of class. The instructor's assessment of the hybrid nature of the class is that students are more challenged by the mix of research and writing assignments with traditional assessments, and the assignments are structured in such a way as to make them more "customizable" for each student. Each student can find some topics that they are interested in to pursue in greater depth as research assignments. However, the hybrid nature of the class has resulted in an increased workload for the instructor. The course has been well received by the students, who have indicated that they find the hybrid format appealing.
2-Undergraduate Research Methods: Does Size Matter? A Look at the Attitudes and Outcomes of Students in a Hybrid Class Format versus a Traditional Class Format.
Author
Gordon, Jill A.
Barnes, Christina M.
Martin, Kasey J.
Publisher
Taylor & Francis Ltd
Is Part Of
Journal of Criminal Justice Education, 2009, Vol.20 (3), p.227-249
Notes
The goal of this study is to understand if there are any variations regarding student engagement and course outcomes based on the course format. A new course format was introduced in fall of 2006 that involves a hybrid approach (large lecture with small recitations) with a higher level of student enrollment than traditional research methods courses. During the same time frame, the discipline maintained its traditional research methods courses as well. A survey was administered to all students enrolled in research methods regardless of course format in fall 2006 and spring 2007. Student responses are discussed, including information concerning the preparation, design, cost and benefits of offering a hybrid research methods course format.
3- Distance Education: Linking Traditional Classroom Rehabilitation Counseling Students with their Colleagues Using Hybrid Learning Models.
Author
Main, Doug
Dziekan, Kathryn
Publisher
Springer Publishing Company, Inc.
Is Part Of
Rehabilitation Research, Policy & Education, 2012, Vol.26 (4), p.315-321
Notes
Current distance learning technological advances allow real and virtual classrooms to unite. In this .
RefereanceSpectra.jpgReactionInformation.jpgWittigReacti.docx
RefereanceSpectra.jpg
ReactionInformation.jpg
WittigReactionOfTransCinnamaldehye.docx
Wittig Reaction of trans-Cinnamaldehyde
GOAL: Identify the major isomer of the Wittig reaction
E,E-1,4-diphenyl-1,3-butadiene OR E,Z-1,4-diphenyl-1,3-butadiene
Attached are the:
1. Drawing of the overall reaction
2. Drawing of the structure of the two possible isomers
3. Reference NMR spectra of what is labeled trans, trans-1,4-diphenyl-1,3-butadiene
4. IR spectra
5. UV vis spectra
6. 1H NMR not-detailed
7. 1H NMR detailed
8. BASED ON # 4, 5 and 7 Identify the major isomer of the Wittig reaction, can the integration values of the NMR be used to give approximate percent of each isomer
IR.jpg
UV-visSpectra.jpg
NMR.jpg
NMR-DeterminePredominantIsomer.jpg
...
Reconciling the Complexity of Human DevelopmentWith the Real.docx
Reconciling the Complexity of Human Development
With the Reality of Legal Policy
Reply to Fischer, Stein, and Heikkinen (2009)
Laurence Steinberg Temple University
Elizabeth Cauffman University of California, Irvine
Jennifer Woolard Georgetown University
Sandra Graham University of California, Los Angeles
Marie Banich University of Colorado
The authors respond to both the general and specific con-
cerns raised in Fischer, Stein, and Heikkinen’s (2009)
commentary on their article (Steinberg, Cauffman, Wool-
ard, Graham, & Banich, 2009), in which they drew on
studies of adolescent development to justify the American
Psychological Association’s positions in two Supreme
Court cases involving the construction of legal age bound-
aries. In response to Fischer et al.’s general concern that
the construction of bright-line age boundaries is inconsis-
tent with the fact that development is multifaceted, variable
across individuals, and contextually conditioned, the au-
thors argue that the only logical alternative suggested by
that perspective is impractical and unhelpful in a legal
context. In response to Fischer et al.’s specific concerns
that their conclusion about the differential timetables of
cognitive and psychosocial maturity is merely an artifact of
the variables, measures, and methods they used, the au-
thors argue that, unlike the alternatives suggested by Fi-
scher et al., their choices are aligned with the specific
capacities under consideration in the two cases. The au-
thors reaffirm their position that there is considerable
empirical evidence that adolescents demonstrate adult lev-
els of cognitive capability several years before they evince
adult levels of psychosocial maturity.
Keywords: policy, science, adolescent development, chro-
nological age
In our article (Steinberg, Cauffman, Woolard, Graham,& Banich, 2009, this issue), we asked whether therewas scientific justification for the different positions
taken by the American Psychological Association (APA) in
two related Supreme Court cases—Hodgson v. Minnesota
(1990; a case concerning minors’ competence to make
independent decisions about abortion, in which APA ar-
gued that adolescents were just as mature as adults) and
Roper v. Simmons (2005; a case about the constitutionality
of the juvenile death penalty, in which APA argued that
adolescents were not as mature as adults). On the basis of
our reading of the extant literature in developmental psy-
chology, as well as findings from a recent study of our own,
we concluded that the capabilities relevant to judging in-
dividuals’ competence to make autonomous decisions
about abortion reach adult levels of maturity earlier than do
capabilities relevant to assessments of criminal culpability,
and that it was therefore reasonable to draw different age
boundaries between adolescents and adults in each in-
stance.
In their commentary on our article, Fischer, Stein, and
Heikkinen (2009, this issue) raised both general and spe-
cif ...
Reexamine the three topics you picked last week and summarized. No.docx
Reexamine the three topics you picked last week and summarized. Now, break out each case into a list of ethical and legal considerations that might help to analyze each case—summarize the considerations in two paragraphs for each case.
For each case, also ask one legal and one ethical question that might present. Consider the principles of ethics from Week 1 and the laws addressed this week. You should also use outside references to dig deeper into each case for your list.
3 topics identified in paper below from last week
· The Principal of Justice
· Autonomy
· Non-maleficence
Health Care Ethics
Health care ethics is a set of beliefs, moral principles and values that guide health care centers and related institutions to make choices with regard to medical care. Some health ethics include: respect for autonomy, justice and non-maleficence (Percival, 1849).
The principle of justice in health care ensures that there is respect for people’s rights, fair distribution of health resources and respect for laws that are morally acceptable. There are mainly two elements in this principle; equity and equality. Equity ensure that are all cases have equal access to treatment regardless of the patients’ status in ethnic background, age, sexuality, legal capacity, disability, insurance cover or any other discriminating factors.
It is important to study this ethical issue of justice since there have been an increasing report of doctors and medical staff failing to administer certain treatment services to certain kind of patients. Consequently, there have been debates in countries such as the UK over the refusal to give expensive treatment to patients who are likely to benefit from the treatment but cannot afford it. One ethical in the principle of justice is as to whether the health care center is creating an environment for sensible and fair use of health care resources and no particular type of patients are shun away or stigmatized. The legal question is whether the health care center is breaking the law against inequality and discrimination particularly racism, tribalism, gender insensitivity and other discrimination noted and prohibited in the country’s constitution.
The second area of health care ethics is respect for autonomy. Autonomy means self-determination or self-rule. Hence, this principle stipulates that one should be allowed to direct their health life according to their personal rationale. The patients have a right to determine their own destiny freely and independently as well as having their decision respected (Pollard, 1993).
This principle is important for study because not many people would not want to be treated as those with dementia; a disease involving loss of mental power. Many people are afraid of the prospect of not being able to decide their own fate and exercise self-determination. An ethical question in this principle of respect for autonomy is whether the health care center ensures that the patient is provided with ...
ReconstructionDatesThe Civil War_________ Recons.docx
Reconstruction
Dates:
The Civil War?_________
Reconstruction? ________
9-9-12
*
*
9/7/2010
Foner Chapter 15
"What Is Freedom?": Reconstruction, 1865–1877
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African-Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Introduction: Sherman Land
From the Plantation to the Senate
*
After the Civil War, freed slaves and white allies in the North and South attempted to redefine the meaning and boundaries of American freedom. Freedom, once for whites only, now incorporated black Americans. By rewriting laws, African Americans, for the first time, would be recognized as citizens with equal rights and the right to vote, even in the South. Blacks created their own schools, churches, and other institutions. Though many of Reconstruction’s achievements were short-lived and defeated by violence and opposition, Reconstruction laid the basis for future freedom struggles.
Click image to launch video
Q: Chapter 15 includes a new comparative discussion on the aftermath of slavery in various Western Hemisphere societies. You see important commonalities in the struggle over land and labor in post-Emancipation societies. How do you situate the experiences of former slaves in the United States in this borrowed content.
A: Well, just as slavery was a hemispheric institution, so was emancipation. It’s useful for us in thinking about the aftermath of slavery in the United States, the Reconstruction era and after to see what happened to other slaves in places where slavery was abolished. What you see is a similar set of issues and conquests taking place everywhere slaves desire land of their own—this is the No. 1 thing, they want autonomy, they want independence from white control. All of these regions are agricultural, everywhere former slaves demand land. In some places they get land fairly effectively, like in Jamaica, West Indies, where there’s a lot of unoccupied land they can take. In some places they don’t, but that battle to who’s going to have access to land and economic resources is a commonality in the aftermath of slavery. So too is the effort of local plantation owners trying to get the plantation going again and to force slaves to work back on the plantations, or if not, to bring labor from somewhere else—in the West Indies they bring workers from China, from India, from southeast Asia to replace slaves who were moving off on land of their own. They can’t quite do that in the United States—they tried to bring ...
Record, Jeffrey. The Mystery Of Pearl Harbor. Military History 2.docx
Record, Jeffrey. "The Mystery Of Pearl Harbor." Military History 28.5 (2012): 28-39.Academic Search Complete. Web. 10 Dec. 2013.
According to the article "The Mystery of Pearl Harbor," it briefly examines the reason why Japan starts a war with the United States. On December 7th, 1941, Japan with about 182 aircrafts from the first assault invade U.S. Pacific fleet of Pearl Harbor. Japan's ultimate goal was to overthrow East Asia. The main point of this article is mainly for Japan's goal for economic security and determined to achieve their goal to conquer East Asia. Moreover, they wouldn't let U.S. stop them. Japan was humiliated to be dependent on the United States, including American imported oil. Ultimately, they fought a war that could not won since U.S. was more superior. United States outproduce Japan in every category of ammunition and armaments. If someone were to ask me what this article was about, I would say that this article is an inevitable defeat from Japan.
I believe this source was definitely helpful. This article made me realize how important Pearl Harbor is. If anything, we could have lost to the Japanese and everything would change. Personally, I believe our army played a significant role during the war between Japan and United States. I believe that this source is reliable. This source can be slightly biased because in the article, it says “If the Pacific War was inevitable, was not Japan's crushing defeat as well? If so, then why did Japan start a war that, as British strategist Colin Gray has argued, it "was always going to lose?”
This article can clearly be used for a American history classes. Several of the first paragraphs include a clear understanding and a great topic for students to discuss. This would benefit students who does not know anything about Pearl Harbor. This would be appropriate for students to realize what America has been through during the 1940’s. I admit I now have a better understanding of Pearl Harbor, this article enhanced my perspective and changed the way I view it.
Hanyok, Robert J. "The Pearl Harbor Warning That Never Was." Naval History 23.2 (2009): 50-53. Academic Search Complete. Web. 11 Dec. 2013.
This article particularly argues that Americans believe that the surprising attack from Japan Navy planes could not have happened without some sort of conspiracy or warning. Without a doubt, Americans thought that U.S. political and military leaders kept this serious warning from Pearl Harbor’s commanders. Furthermore, the National Security Agency Documentary, “West Wind Clear seemed to be not found. Robert Hanyok’s attempted to clear up the issue and as a result, the warning for the chief Navy doe- breaker was just a figment of his imagination.
I believe that this article offers reliable sources. Hanyok provides source documents for historical scholars and researchers. This article was extremely helpful due to the controversy with the “West Wind Clear. The goal of this article was basically des ...
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docx
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
Recognize Strengths and Appreciate DifferencesPersonality Dimens.docx
This document provides information about personality types based on the Personality Dimensions system. It discusses introverts and extraverts, analyzing the key differences in their preferences, strengths, challenges, and tips for thriving at work. Introverts are described as preferring solitary activities to recharge, while extraverts gain energy from social interaction. The document also provides a detailed analysis of the Inquiring Green personality type, including their needs, strengths, challenges, and tips for managing them at work.
Real-World DecisionsHRM350 Version 21University of Phoe.docx
Real-World Decisions
HRM/350 Version 2
1
University of Phoenix Material
Real-World Decisions
Read the following scenarios, which represent real-world decisions, and respond to each in 150 to 200 words.
Scenario One
You are the director of production at a multinational company. Your position is in Tokyo, Japan. Recently, this division experienced production quota problems. You determine that you must identify a team leader who will lead the work team to tackle the problem. You identify several possible team leaders, including Joan, a manager who is an expatriate US citizen and has recently arrived in your company’s Japanese office. You are also aware of Bob, a European national who has worked at the facility for about a year. His experience includes reengineering production processes at one of the company’s production facilities in Europe. The final candidate is Noriko, a Japanese national who has been at the facility for several years.
Questions
The team you assemble is composed of American expatriates and Japanese nationals. Compare the three candidates for the position. Based on cultural norms and traditions, what cultural factors and management styles may benefit or present obstacles for others on the team? Explain.
Response
Scenario Two
You have been assigned to an overseas position with your company. The local government of the host country offers gifts periodically to senior management as a way of thanking them for opening a facility and employing locals. These gifts include cash or merchandise into the thousands of dollars. Typically, to refuse a gift is considered an insult. Your country’s policy is to prohibit employees from accepting anything from clients and customers of more than $50. Your employer values its relationship with the host country and government officials, and it intends to continue operating in the venue.
Questions
How would you address a situation where you are presented with a gift of more than $50? Explain your rationale. How could your actions affect your company? How could your decision affect your working relationship with your company’s and the host country’s officials?
Response
Scenario Three
Christine, the leading expert in information technology (IT) organizational design, works for a large consulting firm and has been asked to work on a temporary assignment in Saudi Arabia. One of her firm’s biggest revenue-generating customers is embarking on an initiative to redesign the IT structure to improve efficiency and effectiveness, and to align the business unit’s output with the organization’s strategic objectives. The customer has read research reports and articles Christine has published, and the chief executive officer has asked Christine to handle this project. She is excited about the professional challenge of the assignment, but she is unsure of adopting customs and practices in a Muslim country.
Questions
Discuss the ethical considerations for Christine and her company. What implications m ...
Real Clear PoliticsThe American Dream Not Dead –YetBy Ca.docx
Real Clear Politics
“The American Dream: Not Dead –Yet
By Carl M. Cannon and Tom Bevan
March 6, 2019
Solid pluralities of Americans think their country is heading in the wrong direction, have lost faith in its prominent public institutions, and believe both major political parties are an impediment to realizing the American Dream. Nonetheless, that dream persists – threatened, yes, but not nearly dead.
These are the findings in the latest poll from RealClear Opinion Research, focusing on how Americans view their future possibilities and how much economic guidance and oversight should be provided by government. The answers provide a road map for the 2020 election season.
Nearly four times as many respondents say the American Dream is “alive and well” for them personally (27 percent) as those who say it’s “dead” (7 percent). The overwhelming majority express a more nuanced outlook. Two-thirds of those surveyed believe the American Dream is under moderate to severe duress: 37 percent say it is “alive and under threat” while another 28 percent say it is “under serious threat, but there is still hope.”
“In this poll, most people are telling us that the American Dream isn’t working as they believe it should be,” said John Della Volpe, polling director of RealClear Opinion Research. “The overwhelming number of people are not seeing the fruits of working hard, whether it’s through a professional (finances) or a personal (happiness) lens.”
The panel of 2,224 registered voters was probed for its views on other foundational aspects of 21st century American civic life, including their views of capitalism and socialism, and how they see the future unfolding for the younger generation of Americans.
Asked, for example, whether the American Dream is alive for those under 18 years of age, the attitudes were decidedly pessimistic -- especially among Baby Boomers and the so-called Silent Generation (Americans born between the mid-1920 and mid-1940s), those who have been in control of our public and private institutions for decades. While 23 percent of Baby Boomers and Silent Generation voters say the American Dream is alive for them (already the lowest percentage among all age groups) only 15 percent say they believe it will be there for the next generation.
Measuring attitudes about the American Dream means different things to different people. For this survey, RealClear Opinion Research defined it for the poll respondents by using Merriam-Webster’s dictionary, which describes the American Dream as “a happy way of living that can be achieved by anyone in the U.S. especially by working hard and becoming successful.”
As one would expect, perceptions of the health of this idea differ by party, age, education and class. Among the most striking findings in the survey were the variances by ethnicity. Asian-Americans are the most likely to say the American Dream is working for them (41 percent) – twice the percentage as Hispanics. Despite such differences, ...
Recommended Reading for both Papers.· Kolter-Keller, Chapter17 D.docx
Recommended Reading for both Papers.
· Kolter-Keller, Chapter17 Designing & Managing Integrated Marketing Communications
· Kolter-Keller, Chapter18 Managing Mass Communications: Advertising, Sales Promotions, Events & Experiences and Public Relations
· Kolter-Keller, Chapter19 Managing Personal Communications: Direct and Interactive Marketing, Word of Mouth and Personal Selling
· PDF link to Kolter_keller 14th edition :
· http://socioline.ru/files/5/283/kotler_keller_-_marketing_management_14th_edition.pdf
· Keller,K.L.(2001).Mastering the Marketing Communications Mix: Micro and Macro Perspectives on Integrated Marketing Communication Programs. Journal of Marketing Management, Sep2001, Vol. 17 (7/8), 819-84.
· Luo, Xueming and Donthu, Naveen; Marketing's Credibility: A Longitudinal Investigation of Marketing Communication Productivity and Shareholder Value; The Journal of Marketing. Oct., 2006, Vol. 70, Issue 4, p70-91.
· Wright, E., Khanfar, N.M., Harrington, C., & Kizer,L.E. (2010). The Lasting Effects Of Social Media Trends On Advertising.Journal of Business & Economics Research, Vol. 8 (11), 73-80
Grading Rubric for both papers
· Identifies all or most of the key issues presented by the case.
· Discussion of issues reflects strong critical thinking and analytical skill.
· Discussion/analysis makes all or most of the recommendations called for by the case issues.
· Recommendations are supported by data from all or most of the relevant case facts and exhibits data.
· Data are creatively manipulated and applied. Discussion and recommendations are presented clearly, logically, and succinctly with no or few grammatical or other errors.
· Discussion/analysis reflects strong understanding of principles presented in course readings/materials.
· Where relevant, discussion/analysis employs proper APA style. Length limitations and other form/format requirements (if any) are followed.
1.The Changing Communications Environment 2 pages
Emerging media technologies have vastly empowered customers to decide whether or how they want to receive commercial content. Consumers are no longer passive recipients of marketing communications and the real challenge for a marketer is how to regain the customers’ attention through the clutter.
1 Web-based technologies can be combined with traditional media to build a successful marketing communication campaign. Cite two specific examples of companies/brands using this combination approach and discuss what made these campaigns successful. Did the two use similar techniques?
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Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
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💀💀💀💀💀💀💀💀💀💀
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