Kizza, Ethical and Social Issues in the Information Age Essay Example for Free

Kizza, Ethical and Social Issues in the Information Age Essay CS 300 Week 2 Kizza Chapter 4 – Ethics and the Professions pages 65 to 96 Kizza, Ethical and Social Issues in the Information Age, 3rd. Edition, ISBN 978-1-84628-658-2. |Chapter Number and Title: 3 Ethics and the Professions | |Your Name: Brent Robles | |Todays date: 02NOV09 | |Briefly state the main idea of this chapter. | |A continued discussion of ethics in a professional atmosphere. | |2. List three important facts that the author uses to support the main idea: | |The four themes discussed are evolution of professions, the making of an ethical professional, and the professional decisions making process, | |and professionalism and ethical responsibilities. | |3. What information or ideas discussed in this chapter are also discussed in readings from DePalma? List the Unit and Title(s) of the reading:| |De Palma Reading #10 – Dilberts of the World, Unite! | |This article discusses how fast the white collar sector is growing and some of the issues involved. Microsoft is discussed in great detail on | |the treatment of their contracted employees. When it came to wages they were considered to be high-level computer professionals, thus not | |entitled to overtime pay. When it came to benefits, they were treated as temps unworthy of healthcare  coverage and stock options. So some | |individuals got together and worked to organize the workers. The article also talks about Microsoft hiring immigrant workers in the same | |positions as Americans and paying them considerably less. The unions worked with congress to oppose Bill Gates request for immigrant visas to | |be extended. There will always be a fight with these companies when trying to keep them hiring Americans. They are just trying to ensure that | |they can maximize profits. I chose this article because it discusses morals in hiring and paying white collar workers. I believe that it had | |ethical issues when dealing with professional issues like equal pay and benefits for immigrants. | |4. List and briefly discuss one of the questions at the end of the chapter. | |Are whistle blowers saints or blackmailers? I think that society has turned a saint into a blackmailer. By this I mean because of the fear of | |reprisal a whistle blower has to keep his mouth shut. But when he doesn’t he is considered to be a disgruntled employee and is trying to | |blackmail his supervision. It is hard to get issue resolved when dealing with a uncooperative management team, that is why employees have | |rights and protections, however there are only a few companies that protect the whistle blower, that is why when the whistle is blown the | |individual is considered to be a problem worker. | |5. List any examples of bias or faulty reasoning that you found in the chapter: Section 4.4.3 discusses guilt and making ethical decisions. | |On page 87 he explains actions that people experiencing guilt will go through. I think that this is a biased or faulty reasoning because not | |everyone goes through this process. I know that this article is a generalization, but there are people in society that make their decisions | |and move on with no remorse or guilt. The statement that guilt causes decision makers to agonize over decisions I think is only true for a | |select few individuals. Those individuals that are affected have to have some integrity and solid values. | |6. List any new terms/concepts that were discussed in the article, and write a short definition: | |Utilitarian – where decisions are made solely on the basis of their intended outcomes or consequences. | |Rights – where decisions are made based on the set of liberties the society enforces such as the Magna Carta and the Bill of Rights. | |Justice – which decisions are made so that they are fair, impartial, and equitable to all. |

George Wallace :: essays papers

George Wallace Former Gov. George C. Wallace of Alabama, who built his political career on segregation and spent a tormented retirement arguing that he was not a racist in his heart, died Sunday night at Jackson Hospital in Montgomery. He was 79 and lived in Montgomery, Ala. Wallace died of respiratory and cardiac arrest at 9:49 p.m., said Dana Beyerly, a spokeswoman for Jackson Hospital in Montgomery. Wallace had been in declining health since being shot in his 1972 presidential campaign by a 21-year-old drifter named Arthur Bremer. Wallace, a Democrat who was a longtime champion of states' rights, dominated his own state for almost a generation. But his wish was to be remembered as a man who might have been president and whose campaigns for that office in 1968, 1972 and 1976 established political trends that have dominated American politics for the last quarter of the 20th century. He believed that his underdog campaigns made it possible for two other Southerners, Jimmy Carter and Bill Clinton, to be taken seriously as presidential candidates. He also argued ceaselessly that his theme of middle-class empowerment was borrowed by Richard Nixon in 1968 and then grabbed by another Californian, Ronald Reagan, as the spine of his triumphant populist conservatism. In interviews later in his life, Wallace was always less keen to talk about his other major role in Southern history. After being elected to his first term as governor in 1962, he became the foil for the huge protests that the Rev. Dr. Martin Luther King Jr. used to destroy segregation in public accommodations in 1963 and to secure voting rights for blacks in 1965. As a young man, Wallace came boiling out of the sun-stricken, Rebel-haunted reaches of southeast Alabama to win the governorship on his second try. He became the only Alabamian ever sworn in for four terms as governor, winning elections in 1962, 1970, 1974 and 1982. He retired at the end of his last term in January 1987. So great was his sway over Alabama that by the time he had been in office only two years, other candidates literally begged him for permission to put his slogan, "Stand Up for Alabama," on their billboards. Sens. John Sparkman and Lister Hill, New Deal veterans who were powers in Washington and the national Democratic Party, feared to contradict him in public when he vowed to plunge the state into unrelenting confrontation with the federal government over the integration of schools, buses, restrooms and public places in Alabama. It was a power built entirely on his promise to Alabama's white voting

Information About Strategic Teaching, Strategic Learning and Thinking Skills Essay

Teachers, whether brand new to the classroom, or veterans of many years of service, are always looking for ways to make what they do more effective and more efficient. That even goes for students in teacher preparation programs, as well it should. Efficiency is a measure of what is obtained (results) in relation to what was expended (resources). Effectiveness is a bit more elusive. To be sure, effectiveness in anything, including teaching, can be difficult to describe and to measure. The following is a discussion about some fundamental principles that may lead to actual improvement of instruction. Please read on. In order to use any instructional technique effectively, anyone who teaches must, of necessity, understand the fundamental principles and assumptions upon which the specific technique is based. There is certainly no shortage of descriptions or labels for activities that may be classified as pertaining to instruction. From the ever-popular lecture method to complex student-teacher, student-student interactions, instruction encompasses a broad range of teacher behaviors. At one end (the lecture method) the teacher is an imparter of information, and the students are the intended recipients of the information the teacher imparts. At the other end of the range of teacher behaviors are methods in which teachers interact with students in vastly more complex ways. Most researchers and experts in the field are in agreement that the most permanent and meaningful learning takes place at this end of the range. Strategic teaching, and, concomitantly, strategic learning are techniques in which significant student-teacher interaction and resultant learning and thinking are at the high end of the scale. To learn strategic teaching techniques, and to foster the ability of students to engage in strategic learning, it is important to define some terms. In fact, one of the principles of strategic teaching is to define terms. Below are terms that are relevant to this process. Strategic teaching describes instructional processes that focus directly on fostering student thinking, but goes well beyond that. Strategic teaching and strategic learning are inexorably linked. A strategic teacher has an understanding of the variables of instruction and is aware of the cognitive requirements of learning. In such an awareness, comes a sense of timing and a style of management. The strategic teacher is one who: 1. s a thinker and decision maker; 2. possesses a rich knowledge base; 3. is a modeler and a mediator of instruction. Variables of instruction refer to those factors that strategic teachers consider in order to develop instruction. These variables, as the name implies, change, and therefore the teacher must be aware of the nature of change as well as the actual variables themselves. These variables are: 1. characteristics of the learner; 2. material to be learned (curriculum content); 3. the criterial task (the goals and outcomes the teacher and learner designate); 4. earning strategies (goal directed activities in which learners engage). In teaching content at the elementary, middle, or secondary level, the strategic teacher helps guide instruction by focusing on learning strategies that foster thinking skills in relation to the content. In connecting new information to what a student already knows, learning becomes more meaningful, and not simply retained for test-taking purposes. There are numerous strategies that teachers can develop that accomplish this purpose. To give one information is not difficult, but to help one be able to develop the tools to both know what information is relevant and the means to acquire it, is perhaps the most important function of any social studies teacher. There are numerous techniques for engaging students in thinking about content. Besides thinking skills, there are such practical matters as how best to present a lesson on weather, teaching map and globe skills, helping students work together in groups, how to question effectively, and how to answer student questions. The first and foremost criterion is that the teacher thoroughly know the content, the second criterion is that the teacher have a set of rules for classroom management that are understood and implemented, and the third criterion is that the teacher have the resourcefulness and knowledge to rehearse unfamiliar techniques, and more importantly, have the capacity to adjust any lesson plan to maintain academic focus. Many of these tasks are learned on-the-job. Nothing you can learn in any course is more valuable than learning what to do when you don’t know what to do. When you can do that, you are well on your way to becoming a great teacher. Strategic Learning Strategic learning is, in effect, a highly probable outcome of effective strategic teaching. Reduced to its essentials, strategic learning is learning in which students construct their own meanings, and in the process, become aware of their own thinking. The link between teaching, thinking, and learning is critical. As a teacher, if you are not causing your students to think about what you are presenting, discussing, demonstrating, mediating, guiding, or directing, then you are not doing an effective job. You must be more than a dispenser of information. You must create conditions and an environment that encourages thinking, deepens and broadens it, and which causes students to become aware of how they think. The process of thinking about how we think is referred to as metacognition. In helping students create knowledge, it is useful to think of knowledge as occupying space that can be thought of as a pyramid. At the bottom of the pyramid is declarative knowledge, or knowledge of â€Å"what is. † Declarative knowledge is akin to awareness. One step up on the pyramid is procedural knowledge, or knowledge of â€Å"how something works, or functions. † At the top of the pyramid is conditional knowledge, or knowledge of â€Å"when or why† a particular procedure will work. Conditional knowledge is closely related to the predictive function of knowledge. When students develop a broad and deep system of conditional knowledge, they are able to predict more accurately, solve problems more efficiently, and in a sense, are more free because they can identify and articulate more options from which to choose. Strategic learning is a valuable system to help your students develop conditional knowledge. Content Connections The creation of knowledge is, in the most practical and profound sense, a primary and direct result of learning. As teachers, we must strive to assist our students to develop intellectual tools by which they can create knowledge. Any knowledge, once created, becomes a part of a larger system that enhances learning and is capable of integrating and accommodating new information with greater efficiency and reliability. Each person creates knowledge in similar, yet uniquely distinct ways. Connecting information provided or described by others in novel and personal ways is a key to learning and developing knowledge. The more one â€Å"knows,† the more one can know. The idea of content links or connections is not exactly new, but offers some unique opportunities to chart your own course, learn, and add to your knowledge system. Enter the idea of Constructivism. Constructivism is a philosophy as well as a psychology of education. Constructivism is about how knowledge is created.

Dna From The Nucleic Acid Structure - 937 Words

DNA originated from the nucleic acid structure, and it stands for deoxyribonucleic acid. Did you know that a fruit fly has four pair of chromosomes, while a rice plant has 12, and a dog has 39? In addition, I did not know how chromosomes were first discovered by â€Å"Scientists looking at cells under the microscope first observed chromosomes in the late 1800s. Researchers gained a much better understanding of chromosomes in the early 1900s through Thomas Hunt Morgan’s pioneering studies. Morgan made the link between chromosomes and inherited traits by demonstrating that the X chromosome is related to gender and eye color in fruit flies (Anonymous Author).† What come out of DNA are chromosomes? â€Å"Chromosomes are thread-like structures located inside of the nucleus of animal and plant cells (Anonymous Author). In chromosomes, we will be determining the gender of a newborn baby, using karyotypes to diagnose genetic disorders, and how scientists read chromosomes. Before we found the gender of the baby, we have to tell how the chromosomes are going to be distributed among the baby and its parents. The zygote is made by a woman’s egg which contains 23 chromosomes and a man’s sperm which contains 23 chromosomes coming together to make a 46 chromosomes. After the formation of the zygote is being made, the zygote is starting to form into a baby after some weeks and months. While the baby is formed, the 46 chromosomes that it has received from its mother and father will determine whom theShow MoreRelatedNucleic Acids785 Words   |  4 PagesStanford University STUDIES! Nucleic Acids, extremely complex molecules produced by living cells and viruses. Their name comes from their initial isolation from the nuclei of living cells. Certain nucleic acids, however, are found not in the cell nucleus but in cell cytoplasm. 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Cellular differentiation is the process of how daughter cells change from or differentiate from the parent cell and become specialized. 7. The two parts of metabolism are catabolic reactions, which breakdown reactions, and anabolic reactions, which build reactions they are coupled because the energy released in catabolic reactions are used to power the anabolic reactions taking place. 8. Homeostasis is different from equilibriumRead MoreGenetic Engineering Of People : How Dna Is Located, Extracted And Amplified1055 Words   |  5 Pages Genetic Engineering of People: How DNA is Located, Extracted and Amplified Eric Ottoson Chemeketa Community College Abstract Genetic engineering is controversial topic of discussion amongst many circles today. The benefits can be laid out to its untold potential, but there are lines that are superimposed from moral standpoints and personal ethics. The idea resonating in these circles brings to light the availability to be able to selectively choose your offspring and specific featuresRead MoreOptimization of Asymmetric PCR for Generation of a Single Stranded DNA Library690 Words   |  3 PagesAptamers are short DNA or RNA oligonucleotides with high, specific affinity to a special target. The name was originated from aptus that means to fit and meros that shows the polymer identity of oligonucleotides (1, 2). Aptamer characteristics provide prominent potential applications in multiple fields.These nucleic acid ligands are completely generated through in vitro process for a wide range of targets from small molecules and ions to large proteins and cells and even whole organism or tissue