Ethical Issues Created by Technology Essay

It is my belief that a crucial part of the ethics of business is computer ethics or information ethics. Most corporations today are teetering on whether computer improprieties are a violation of â€Å"professional ethic† rather than a legal ethics issue. The purpose of this paper will be to examine some of the ethical issues of the Internet as it relates to the theft of private or personal information from the material sent over the Internet. Professional ethics can best be defined as learning what is right or wrong as it relates to the workplace and then doing the right thing. This Code of Professional Ethics lays down the standards of integrity, professionalism and confidentiality which all members of that particular profession shall be bound to respect in their work. Where as legal ethics is best defined as principles of conduct that members of the profession are expected to observe in the constraints of the governing laws. These ethics are usually the outgrowth or the development of both case or Tort court findings and verdicts. To better explain this issue. The Internet is a global Web of linked networks and computers, whose nature is such that it is very difficult if not impossible, to determine its size at a given moment. It is indisputable, however, that the Internet recently has experienced a tremendous growth, with the ranks of new users swelling at ever-increasing rates. This expansion has catapulted it from the realm of academic research towards newfound mainstream acceptance and increased social relevance for the average individual. This increased reliance on the Internet has the potential to erode the personal privacy that an individual once took for granted. New users of the Internet generally do not realize that every post they make to a newsgroup, every piece of email they send, every World Wide Web page they access, and every item they purchase online is monitored or logged by some unseen third party. The impact on personal privacy is enormous. Databases of many different kinds, selling or giving away collections of personal data, already exist, and this practice will only become more common as the demand for this information grows. One of the most interesting examples is that of advertisers and marketers who, by using sophisticated new research, have begun to target the rapidly growing numbers of users online. World Wide Web sites and other interactive online services are being designed to capture the loyalty and spending power of â€Å"the lucrative cyber tot category.† A variety of new interactive advertising and marketing techniques have been developed specifically for this new medium. The right to privacy in Internet activity, especially in creating databases out of personal information, is a serious issue facing society. As such it raises serious ethical issues. An additional example is of the people on the Internet who use anonymous servers as a way to avoid responsibility for controversial and inappropriate behavior. Cases of harassment and abuse have become increasingly frequent, aided by a cloak of anonymity. There are also problems with fraud and scam artists who elude law enforcement authorities through anonymous mailings and postings. These types of examples describe the ethical issues created by technology and the people or corporations that control them. In conclusion I believe that the global nature of the Internet makes addressing the ethical issues associated with Internet or information privacy daunting and complex. It is an arena without walls or physical boundaries, where the ethical values vary from country to country. Even within the United States there is dissent and disagreement about the definitions of â€Å"Internet Privacy,† who owns that information, and what constitutes appropriate or inappropriate use of that information. Perhaps the issues that have been unsuccessfully resolved through the law (or because of a lack of relevant laws) can be resolved through the creation of moral and ethical guidelines that will frame the issues, at which point legal protections can be put in place.

Developing the Global Dimension in Schools and in Classrooms Essay

The School The school where I carried out the research for my report is St Augustine of Canterbury Roman Catholic High School in Oldham. The pupils come from a wide variety of backgrounds including English and Irish working class, Pakistani, Indian, Black Caribbean, Black African, Travellers, Polish and pupils who are of mixed race. The religions I encountered included Roman Catholic, other Christian, Muslim and Hindu. Many of the Pupils at St Augustine’s have very limited experience of the outside world due to the poorer backgrounds that they come from. The Lessons This report is based on a series of four lessons I taught to a Year 11 Citizenship class. The topic of the lesson is the continent of Africa, problems within the continent, possible solutions to the problems and their complications. The purpose of the lessons is also to create a sense of empathy in the pupils, improve their research skills, and give them the opportunity to present their findings at the end of the unit. In the first lesson, the pupils are given a map of Africa and a list of countries. They have to use the internet to find out where the countries are situated on the map. This provokes discussion over how countries in Africa were formed and how their borders were affected by Western Colonisation and the World Wars. The second part of the lesson involves a brief discussion over some of the well known problems in Africa such as Civil War, Corruption, HIV, Poverty and Famine after which the pupils will start their own powerpoint presentation describing these. The pupils are assisted in starting this with fact sheets on HIV and AIDS in Africa and on Corruption in Africa. The second lesson focuses on Civil War in Africa. The pupils are given worksheets with the names of four countries that have faced Civil War, Rwanda, Ethiopia, Sudan and Sierra Leone and questions on the impact of war in these countries. The pupils watch a trailer for the film Hotel Rwanda which focuses on the Rwandan Genocide. There is discussion on what they have seen, which expands into related topics such as refugees before they are allowed to go on the internet and research the answers to the questions for two of the countries. The second half of the lesson is spent working on the powerpoint presentations and adding some of the facts they have researched into their own presentation. The third lesson focuses on Fairtrade in Africa. The pupils are given a worksheet asking questions about Fairtrade and shown a short video on the projector promoting and explaining what Fairtrade does for African producers. The pupils are directed to the Fairtrade website in order to answer any remaining questions on their sheet. The second half of the lesson is spent finishing off their powerpoint presentations and adding facts about Fairtrade. In the fourth lesson, the pupils present their findings to the rest of the class and discuss the issues as a class, each having the opportunity to express their opinions on the topic and the different aspects they have covered. The Focus Group What did pupils learn from the lesson and how do they feel school prepares them to be part of an ethnically and religiously diverse society? I chose 4 pupils to take part in my focus group, Jodie who was very opinionated, from a white, working class background; Priya, a Hindu, Indian girl who was more quiet but got caught up in the debate; John who is from a mixed Black Caribbean and White background; and Mlala, a boy from a West African background. Jodie felt very resentful about being â€Å"forced to take Citizenship†. She felt it was a waste of time as there is no qualification or exam to sit in this subject. She felt it was a waste of time and she had very little interest in what happened in Africa, she felt it would be more relevant to study problems occurring in the UK during Citizenship lessons. During the class discussions she was unsympathetic to the plight of refugees and had strong feelings regarding their presence in the UK and on immigration as a whole. John was of a similar opinion, he thought that Africans should â€Å"sort out their own problems†. Priya defended refugees and their need to come to this country pointing out that it is not always possible for refugees to go to the next nearest country as there may be trouble within that country as well and that if there are a lot of refugees coming from countries that are close to each other that one or two countries that are stable enough to accept refugees cannot take all of the refugees. Mlala also pointed out that some of the problems that occur in Africa are a direct result of European colonisation and war. I understand why Priya and Mlala are more reluctant to get involved in the debate. To some extent they may feel that the comments are directed at them or their friends or families. They see the issues of developing countries from a different perspective. Mlala only came to the UK in the last year and has grown up in West Africa. He and his family are immigrants themselves, he dislikes the picture painted in the media but does not want to get into direct confrontation over it. Priya was born here but has strong roots in India; she has friends and family there who she visits and who have come to live in the UK more recently. I also understand where these feelings are coming from in Jodie and John in the sense that they are growing up in working class, white households which are targeted in the media to feel that immigrants and refugees are coming to the UK and making life more difficult for them affecting housing, jobs, schooling the NHS and opinions within their families are being reflected through them. Jodie and John did appear to enjoy having the opportunity to express their opinions about issues that are highlighted in the media and discussed at home. Priya and Mlala, were more reluctant to talk about the issue, I believe they may have felt uncomfortable at times about some of the issues raised and the strength of other peoples opinions, however as the debate went on they were motivated to speak to get across their own different points of view. My Reflections I felt at the end of the lessons and the focus group that something had been achieved in the sense that Jodie and John’s opinions appeared to soften and they had learned some facts that they were previously unaware of. Priya and Mlala, I hope came out of it mor confident for speaking their minds and making their opinions known. I feel that the lessons were a success in the sense that they created a framework for debate and got the pupils thinking about these issues instead of just accepting what they read in the Tabloids and hear from the people around them. When I prepared the lessons I had to stick within the framework of the the topic for problems within Africa but I feel it would be good to have the opportunity to use the topic of Africa to challenge peoples’ preconceptions of the continent and the people, perhaps by focussing on the more positive aspects of Africa in order to give the pupils a more balanced viewpoint.

Project Cash Flow Essay Example | Topics and Well Written Essays - 1000 words

Project Cash Flow - Essay Example Therefore to have the money later you will certainly want a reasonable compensation for the delayed consumption, the risk or uncertainty and the inflation. All these factors: delayed consumption, uncertainty and inflation determine the interest rate over a certain amount of money which is due at present but the acquisition of which is put off till a future date. In any situation when a person or group becomes or become indifferent to these three factors then the value of time to that person or group in that particular situation ceases to matter. The situation can be caused by internal factors as well as external factors or both. We can imagine few such situations, for example if in a hospital the anaesthesia machine goes bust in the mid of an operation and the standby machine is at some other OT then irrespective of rational comparisons a new machine has to be ordered because the situation demands it, or for example if there is fire in a factory and machines become unavailable for completing the order at hand worth millions of dollars then new machinery has to be arranged for as soon as possible without going into much details of profitability etc. The example that we have taken are extreme cases. In real life, situations generally lie mid way between conditions of very high emergencies to conditions of no pressure at all. There is usually existence of some pressures which limits the time that can be infinitely spent on arriving at the best analysis. In real life decision making is often done amidst many known and many unknown variables.1 Situations of absolute unpredictability Situations of absolute predictability Reliance on the available and Reliance on complex decision making tools easy to operate decision making tools II) Time value of Money-estimating the discount rate The predictability of a situation depends on a host of internal and external factors. Internal factors can include the knowledge and experience of the organization the management information and coordination systems, the resources and time available to the organization etc. The external factors can include the market forces and the business environment. In the case of applying time value analysis in project decisions the uncertain factor is the cost of capital 2.The estimation of cost of capital or the discounting rate is a complex process and its accuracy depends on many factors. Estimating the cost of capit

Children with Traumatic Brain Injury Term Paper

Children with Traumatic Brain Injury - Term Paper Example TBI refers to brain injuries that are caused by external physical forces and not brain injuries that result during childbirth or those that are congenital and degenerative (Ponsford, Draper &Schonberger, 2008). In actual fact, TBI may occur in several ways for instance when the head hits an object, when the head comes into contact with force or when there is movement inside the skull. This results in the development of two types of TBI first being the closed head injury (CHI) which refers to brain damage that is not caused by exterior force and the damages are not visible. The other is open head injury (OHI) which is caused by the impact of external force resulting in the development of visible head injuries for instance swelling. Unfortunately, a child that sustains a brain injury may look fine at the moment but later in life, especially in the adolescent stage exhibit intense behavioral and cognitive problems. This implies that TBI causes children to have lifelong disabilities incl uding cognitive, perceptual, memory, abstract thinking, psychosocial behavior, speech, language, attention, judgment, information processing, sensory, physical functions and problem-solving impairments (Saatman, Duhaime & Workshop Scientific Team and Advisory Panel Members, 2008). These disabilities are manifested in an array of characteristics depending on the location and extent of brain injury. They may also be permanent or temporary in nature where they can either cause total or partial psychosocial adjustment or functional disabilities. For instance, students with cognitive impairments suffer from long or short-term memory deficits thus remembering things and facts become quite difficult. Such students also suffer from impaired concentration and limited attention span. Therefore, they cannot engage in any activity for a long period of time even concentrating in class becomes difficult. Moreover, these students suffer from impaired perception where sequencing, judgment, and plan ning pose a serious problem. In addition, such children gravely suffer from communication problems which inhibit both their writing and reading skills. This is as a result of damage that occurs in the frontal lobes of the brain (Aimaretti & Ghigo, 2007). TBI also manifests behavioral and emotional characteristics which include mood swings, lowered self-esteem, self-centeredness, fatigue, anxiety, depression, restlessness and nosedived motivation. They are also unable to control their emotions as at times they may excessively cry or laugh. As a result, they can neither self-monitor nor relate well with others. This arises because of damage that occurs in the limbic system in the brain. On the other hand, the physical impairment characteristics include sensory impairments as well as vision, speech and hearing problems. Conversely, the students may suffer from constant headaches, paralysis or paresis of either or both sides, lack of proper balance, gait impairments, spasticity of muscl es and seizure disorders. They also lack effective coordination especially the fine motor coordination. These physical characteristics arise due to an imbalance that affects the brain equilibrium. This is because of the development of the midline shift syndrome which further affects the weight, posture and drift posture of patients with TBI. As a result, the patients do not see a straight horizon or wall they see them as tilted (Parikh, Koch & Narayan, 2007).

Questionnaire Assignment Example | Topics and Well Written Essays - 250 words

Questionnaire - Assignment Example Indiana University Purdue University Indianapolis Department of Health Sciences Instructions: Choose the best answer to each of the questions. Only one answer is correct 1. The muscle tissue that shows no striations is ________ muscle. A.skeletal B. cardiac C.smooth D.voluntary E. multinucleated 2. Intercalated discs and striations are characteristic of A.smooth muscle tissue. B. cardiac muscle tissue. C.skeletal muscle tissue. D. all of the above E. none of the above 3. A tissue that transmit information in the form of action potentials, stores information, integrates and evaluates it * A. epithelial tissue B. connective tissue C. nervous tissue D. muscle tissue 4. The site of hair formation A. cortex B. medulla C. hair bulb D. hair follicle 5. Apocrine sweat glands could be found in A. palms B. soles of the feet C. axilla D. lips E. chest 6. When the epiphyseal plate is replaced by bone, A. puberty begins. B .interstitial bone growth begins.

Has globalisation made the world more or less secure Discuss with Essay

Has globalisation made the world more or less secure Discuss with specific reference to the rise of non-State actors - Essay Example An indicative example is the cold war period, during which the term security was related to state and security as integrated units. In the after-cold war period, which was characterized by the gradual development of globalisation, the term security refers mostly to environmental and health problems; internal conflicts are also issues related to security in the era of globalisation. Current paper focuses on the issue whether globalisation has made the world more or less secure. Reference is also made to the non-state actors, which have been given increased powers regarding the internal issues of states. This phenomenon has been related to globalisation, which has increased its involvement in the activities of states and individuals worldwide. It is proved that the role of globalisation in security worldwide has been negative; however, the specific problem could be effectively resolved with the cooperation of states. In order for any such effort to be successful, it is required that me asures are developed in advance for controlling the expansion of non-state actors, as factors influencing the political and social framework of countries worldwide. 2. Globalisation and security in the international community. The role of non-State actors 2.1 Globalisation and security In the context of globalisation it has been made quite difficult for security worldwide to be appropriately promoted. The reason is that globalisation supports practices and ideas, which are often in opposition with the national culture and rules. In this context, the conflict between the ‘non-state actors and the intra state practices’ (Al-Rodhan 2006, p.162) is increased. The above fact has a negative influence on the efforts of international bodies to promote the world peace and health. Indeed, many of the plans developed by the UN for securing the health and safety of people in countries worldwide are led to a failure. The role of globalisation in the limitation of the security of sta tes is analysed in the study of Till et al. (2009). In accordance with the above researchers, globalisation has led states ‘to cede a number of their security functions to non-state factors’ (Till et al. 2009, p.47). The above target has been achieved through the following method: under the fear of globalisation certain states avoid their participation in critical commercial activities worldwide; however, in this way, their economic power is reduced, a fact that leads, also, to the worsening of their position, as members of the international community. Under these terms, states become weak towards military threats; in case of such threats they would need the support of non-state factors. In this way, the limitation of sovereignty, a fear that initially led the country to its economic exclusion, becomes a clear threat. The power of globalisation to promote instability is not limited to the external environment, referring to the relationship between a state and the other countries of the international community. It can also refer to the state’s internal environment, where the promotion of ‘economic disparities’ (Till et al. 2009, p.47) can lead to severe conflicts. Trying to explain the increased power of globalisation over national issues, including security, Fagan et al. (2009) referred to the weakness of the ‘old-fashioned instrumental politics’

Perfect Competition and Long-run Equilibrium Term Paper

Perfect Competition and Long-run Equilibrium - Term Paper Example Basically, in a market of perfect competition does not give monopoly to a single company. A single firm or company does not rule over the whole market as many firms are producing the same products. Thus one single firm is not able to determine the prices of products. A market with perfect competition would have many suppliers, producers and consumers because of the different firms involved in such a market. The perfect competition involves many sellers or firms and thus it cannot be found to be very common in this world. In perfect competition it is not difficult for the new firms to enter, thus it is seen that many sellers are involved in this type of competition. The reason for this is that the firms do not have to have a huge capital to enter this competition and they can seek help from many individuals when entering in this sector. Moreover not only is it easy to enter the perfectly competitive market but also it is easy to exit such a market. The transactions which are made in t his type of competition do not cost anything to the buyers or sellers. In such a type of competition, it is aimed that the firms maximize their profits by selling their products where the marginal costs and marginal revenue are in equilibrium. The most important characteristic of such a competition is that the products which are being sold are usually manufactured by many companies thus strong competition is felt in this type of competition. An example of perfect competition is a group of fruit vendors who are selling the same fruits.