Professional Documents
Culture Documents
LEARNING EXPECTATIONS:
- I want to learn the key or strategic key for establishing a market at the
bottom of the pyramid.
REACTION:
I am bothered with the status of the financial crisis in the country, not
only in the Philippines, but also to the different countries over the world
who suffers in great poverty. When I have seen the campaigns to help
those people who live on far less than $2 a day, I have these confusion in
mind and the question of why. Well, I cannot blame myself because I
have different opinion on that side. I think people given chance to offer a
help in any form such as donation is just an abuse in their selves. As I
remember with what we tackle in my earlier subjects, it is good to give but
keep in mind that you are helping wisely.
Upon reading this chapter, I was amazed. It has presented a wiser way
of helping people in need not by giving them donations. As stated in this
chapter, “The purpose of this book is to change that familiar image on
TV.” It is really true because there are different interpretations in any
matters but through explaining and defending an opinion things become
clearer to one’s mind, just like me.
I think it is the best line I have read from business books especially for
establishing goals of a business with incline to the poor. It is really true. In
order to help both parties, the poor and the growth of the companies, it is
best to build programs, services or promos that are really in for them that
will give them chance to experience those certain services which will not
deprive their dignity as a person.
2.) The BOP, as a market, provides a new growth opportunity for the
private sector and a forum for innovations.
3.) BOP markets must become an integral part of the work of the
private sector.
There are still different interesting topics in this chapter such as the
notions that BOP are brand conscious, BOP is connected, BOP consumers
accept advanced technology readily and other stuff that describes the
aspects connected to BOP.
LESSONS LEARNED:
- I understand now that all of the people are important in any market.
INTEGRATIVE QUESTIONS:
QUOTATION: The poor as a market are 5 billions strong. This means that solutions
that we develop cannot be based on the same patterns of resource use that
we expect to use in developed countries. Solutions must be sustainable and
ecologically friendly.
LEARNING EXPECTATIONS:
- I want to know the different products and services for the BOP.
REACTION:
Considering the different products and services that are been derived
today it is very difficult to distinguish which is which for those customers
who can avail it according to what category they involved or belonged
to. Different portfolios of products and services have been generated
which sometimes design just for the Western markets. As we all know, the
Western markets are those people who belong in the upper level of the
pyramid.
There are twelve principles of innovation for BOP markets and inputs
from me to express how I understand each principles of innovation:
2.) Innovation – People do resist changing especially for new system but
the market especially BOP become more optimistic and requires
innovation which is because they want to still be with the technology.
This is the reason why there are people or certain companies who
developed and manufactured products and services with innovative
value added.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
3. What does the new philosophy of innovation for the BOP market requires?
QUOTATION: The benefits of operating at the BOP, therefore, do not just accrue
in local markets.
LEARNING EXPECTATIONS:
REACTION:
Large firms have two ways to engage the BOP market which are either
through a traditional approach and developed approach. In the
traditional approach, it is to start from the business model honed in the
developed markets which result in fine-tuning current products and
services and management practices. The developed approach is to start
from a deep understanding of the nature and the requirements of the
BOP and then architect the business models and the management
processes around these requirements.
LESSONS LEARNED:
- I learned the four distinct opportunities that the BOP offers to big firms
today.
- I learned the different approach as well as the curve that exist in the
system today.
INTEGRATIVE QUESTIONS:
1. What are the four distinct sources of opportunity for a large firm?
2. What are the two ways in which large firms tend to engage the BOP
market?
3. What is the difference of the “S” curve from the “I” curve?
5. What are the lessons for MCNs from the BOP markets?
TITLE: The Ecosystem for Wealth Creation (Chapter 4)
LEARNING EXPECTATIONS:
REACTION:
In this chapter, it states that in the previous chapter of the BOP there is
a need for building an ecosystem for wealth creation and social
development at the BOP. It shows few attempts to focus on the symbiotic
nature of the relationships between various private sector and social
institutional players which can lead to a rapid development of markets at
the BOP.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is an ecosystem?
LEARNING EXPECTATIONS:
- I want to know if there are different factors that lead an ecosystem into
corruption.
REACTION:
Corruption takes place not only in the market, as seen from today’s
government, it is really obvious in the society today, especially in our
country: Philippines. From the previous chapter, the author specifies,
there are certain groups of opportunities from the BOP in which
managers of the big corporation has been convinced yet there are still
lingering doubts about the ability of large firms to operate in markets
such as the BOP. As categorized or emphasized by the author in this
market is the CORRUPTION.
2. Aid from rich countries to the governments of the poor countries for
specific projects would reduce poverty.
3. Investments in education and health care might have the largest
multipliers per dollar of investment in economic development.
4. The record of aid and loans from the various donor countries and
the World Bank, International Monetary Fund, and other institutions
is at best mixed.
LESSONS LEARNED:
1. What is an ecosystem?
LEARNING EXPECTATIONS:
REACTION:
When the poor at the Bop treated as consumers, they can reap the
benefits of respect, choice and self esteem and have an opportunity to
climb out of the poverty trap. The capabilities also to solve also to solve
the perennial problem of poverty through profitable business at the BOP
are now available to most nations as illustrated in this chapter however
converting the poor into a market will require innovation.
One of the common problems for those at the BOP is that they have
no 'identity”. Often they are the fringe of society and do not have a “legal
identity” including voter registration, drivers license or birth certificate. the
instruments of legal identity that we take for granted---be it a passport or
a Social Security Number are denied to them. For all purposes they do not
exist as legal entities. Because they do not have legal existence, they
cannot be the beneficiaries of a modern society. The importance of legal
identity cannot be underestimated. Without it, BOP consumers cannot
access we take for granted.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
4. If we follow the approach what will be the impact will it have on the BOP
consumer?
5. How will the lives of Bop consumers change if they will follow the
approach?
TITLE: Ethics and the Information Revolution (Chapter 1.1)
LEARNING EXPECTATIONS:
- I want to learn the different factors that affect ethics and information
revolution.
REACTION:
In 1940 and 1950, the American developed computer for survival from
any attack by the enemy during that time. Adolf Hitler is very interested
about weapon for mass production but because computer was not yet
developed, their first missile testing failed.
By 1960 it is considered the year of rock and roll and revolution many
countries experienced coup d’ tat especially in South America with Bolivia
on top of the list. Computer is also like rock and roll, it’s rocking and rolling,
many people die because of computer. It is a revolution because of
changing the lifestyle of people such as the clothing.
The late 70’s is the prophecy from the Bible that was foretold in the
book of Revelation thousand years ago happen when the beast
developed the MX missile. The Chapter 13:1 says “I stood upon the sand
of the sea, and son of the beast rise up out of the sea having seven heads
and ten horns, and upon his horns ten crowns, and upon his heads the
name of blasphemy.” That was the first beast who gave his power to the
second beast that made the MX missiles.
1980, Computer was use in war. Computer change the people from
work. The engineers, bookkeeper, computer replace thousand of work all
over the world. In 1990, computer was use by greediest people on earth,
which make the world poorer and poorer.
LESSONS LEARNED:
- I learned that even though computers are devised, it does not mean
that they can substitute people.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
- I want to understand how those issues came up and occur online and
offline.
REACTION:
The issues and problems in electronic networks are the problems of the
world around them. The problems have to do with who we are and what
we do offline. The problems are the problems of modern, highly
industrialized, democratic societies.
LESSONS LEARNED:
1. What is anonymity?
2. What is reproducibility?
LEARNING EXPECTATIONS:
REACTION:
Moor defines computer ethics having two parts. The first part is the
analysis of the nature and social impact of computer technology. The
second part is the corresponding formulation and justification of policies
for the ethical use of such technology. They will continue to be applied in
unpredictable and novel ways generating numerous policy vacuums for
the foreseeable future.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
Brey argue with the mainstream computer ethics takes as its point of
departure a particular model of applied ethics that may be called the
standard model because it is used in the vast majority of work in applied
ethics. Research within this model usually proceeds in three steps:
LESSONS LEARNED:
- Many values and norms are nonmoral, including values like efficiency
and profit and norms that prescribe the correct usage of words or the
right kind of batteries to use in any appliance.
INTEGRATIVE QUESTIONS:
1. What is justice?
2. What is Autonomy?
3. What is Democracy?
4. What is Privacy?
5. What is Disclosive Computer Ethics?
TITLE: Gender and Computer Ethics (Chapter 1.5)
LEARNING EXPECTATIONS:
REACTION:
Adam explores the two main strands of current research in gender and
computer ethics. The first strand can be viewed as a spillover from
information systems and computing research on barriers and “pipelines”,
which tends to see the gender and ICT problem as one of women’s
access to ICTs and their continuing low representation in computing all
the way through the educational process through to the world of work.
1. Student Population
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
The social encompasses values. Values are one aspect of the social.
We need to understand more concretely what it could mean to say that
a technology is value-laden or that values are embedded in
technologies.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is GII?
2. What is Democracy?
QUOTATION: The case, mentioned in this chapter, that such a rule will give rise
to gliding scales are so hard to separate by observable criteria that if its
better to forbid some cases that perhaps are not really unethical in order
to prevent the rule from being gradually emptied altogether.
LEARNING EXPECTATIONS:
REACTION:
Birrer draws attention to the very special problems that are posed by
the role of expert advisers. The protocol for joint problem solving process
by expert and client has to be explored in much more detail than is
usually done. There are good reasons to distinguish between ethics in a
narrow sense and a broader category and it is not accidental that many
classical textbooks on ethics only deal with choices by individuals.
The case, mentioned in this chapter, that such a rule will give rise to
gliding scales are so hard to separate by observable criteria that if its
better to forbid some cases that perhaps are not really unethical in order
to prevent the rule from being gradually emptied altogether.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
The fact that humans value and disvalue the same kind of things
suggests that there may be common standards by which humans of
different cultures can evaluate actions and policies.
LESSONS LEARNED:
- Humans are not necessarily concerned about the lives, happiness and
autonomy of others, but they are concerned about their own.
INTEGRATIVE QUESTIONS:
2. What is computing?
LEARNING EXPECTATIONS:
REACTION:
In this section, the goal of Camp and Chien is two fold. It is to help
clarify concepts, old and emerging, and to bring up important issues
involved. And lastly, it is to consider how regulating the Internet as public
space sheds light on public policies of the future regarding Internet
governance.
Camp and Chien claim a place in it and enjoy the rights associated
with the space. Each of these spaces has implicit, physical definitions of
permeability or exclusivity. The core that must be reconciled is the
relationship of one space to others. The experience of electronic spaces
can be simultaneous. These are the different characteristics presented in
the digital characteristics of a public space:
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
5. What is Internet?
TITLE: The Laws on Cyberspace (Chapter 2.2)
QUOTATION: Cyberspace is regulated by laws but not just by law. The code
of cyberspace is one of these laws.
LEARNING EXPECTATIONS:
- I want to know what Laws, Norms, Code and Markets relations are.
REACTION:
The problem with all this is that the net has no nature. There is no single
architecture that is essential to the net’s design. But nothing requires that
these features, or protocols, always continue the net as it always will be.
We celebrate the “inherent” freedom of the net; the architecture of the
net is changing from under us. The architecture is shifting from
architecture of freedom to architecture of control. It is shifting already
without government’s intervention, through government is quickly coming
to see just how it might intervene to speed it up.
LESSONS LEARNED:
- Sovereign will always say real space as well as cyberspace that limits
and infancies bugs are not necessary.
- Cyberspace is different.
INTEGRATIVE QUESTIONS:
QUOTATION: The protocols of global network, like the neutral languages they
so closely resemble, emerged from a process that was as it core
unplanned and undirected.
LEARNING EXPECTATIONS:
REACTION:
There is community of people who spend their time thinking about law
and policy in cyberspace. It is not always characterized in these terms; it
reflects a conflict between competing visions of “order” and “disorder” in
social systems.
In this chapter, the author shares, the managers of MAPS (Mail Abuse
Prevention System) create and maintain what they call the “Realtime
Blackhole List” which consists of a long list of Internet addresses. They
place on the RBL any Internet address from which, to their knowledge,
spam has originated. They also place on the RBL the address of any
network that allows “open-mail relay” or provides “spam support
services”.
The protocols of the global network, like the natural languages they so
closely resemble, emerged from a process that was at its once unplanned
and undirected. We can certainly point expose to many individuals and
institutions that played particularly important roles in its emergence, ex
ante there was no one we could have pointed to as charged with
creating the set of rules we now know as the Internet, anymore than we
can point to anyone individual or institution charged with creating the set
of rules for English syntax.
The Internet functions well today are probably not viable over the long
term. We should not wait for it to break down before acting. We should
not move so quickly, or depart so radically from the existing structures,
that we disrupt the functioning of the Internet.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
2. What is MAPS?
3. What is RBL?
4. What is CCITT?
5. What is ICANN’s?
TITLE: Fahrenheit 451.2: Is Cyberspace Burning? (Chapter 2.4)
LEARNING EXPECTATIONS:
- I want to learn the six reasons why self rating scheme are wrong for the
internet.
REACTION:
- One or two rating systems dominate the market and become the
de facto standard for the Internet.
- PICS and the dominant rating system are built into Internet software
as an automatic default.
In this chapter, six reasons are given on why self-rating schemes are
wrong for the Internet. These are the six reasons why self-rating schemes
are wrong for the Internet:
LESSONS LEARNED:
- I learned the six reasons why self-rating schemes are wrong for internet
INTEGRATIVE QUESTIONS:
2. Is Cyberspace Burning?
3. What are the six reasons why self rating scheme are wrong for the
internet?
5. What is ALA?
TITLE: Filtering the Internet in the USA: Free Speech Denied (Chapter 2.5)
LEARNING EXPECTATIONS:
REACTION:
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
3. What is blocking?
QUOTATION: When the law speaks universally, then a case arises on it which is
not covered by the universal statement then it is right where the legislator
fails us and erred by over simplicity to correct the omission –to say what
the legislator himself would have said had he been, and would have put
into his law if he had known
LEARNING EXPECTATIONS:
REACTION:
Catudal have three main objections that are presented against the
CPPA. CPPA is so broad in its proscriptions as to violate the First
Amendment rights of adults; the same protections made available to
children. CPPA altogether fails to provide minors and their legal guardians
with the privacy rights needed to combat the harms associated with
certain classes of prurient material on the Internet. Technological
advances in home computing and Congress failure to appreciate how
prurient material may be accessed over the Internet combine with CPPA
to wrongfully expose an increasing number of individuals to possible
prosecution and personal ruin.
The sponsors of the Child Pornography Prevention Act don’t think the
questions fundamentally important or relevant. Their contention is that the
most effective way to protect children against the harms created by child
pornography is to ban any material whose effect would be ‘to whet the
appetites’ of child sexual abusers.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
3. What is censorship?
4. What is Pornography?
LEARNING EXPECTATIONS:
REACTION:
The Internet now faces a problem inherent in all media that serve
diverse audiences. Societies have tailored their responses to the
characteristics of the media. Any rules about the distribution will be too
restrictive from some perspective, yet not restrictive enough from others.
PICS establishes Internet conventions for label formats and distribution
methods while dictating neither a labeling vocabulary not who should
pay attention to which labels.
2. Recipient – what is appropriate for one fifteen year old may not be
for an eight-year old
Third party labeling systems can also express features that are of
concern to a limited audience. There are two PICS specification
documents. The most important components are syntax for describing a
rating service, syntax for labels, an embedding labels and the HTML
document format, an extension of the HTTP protocol, and query-syntax for
an on-line database of labels.
PICS specifies very little about how to run a labeling service beyond
the format of the service description and the labels. Rating services must
make the following choices: labeling vocabulary, granularity, who creates
the labels, coverage and revenue generation.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is PICS?
QUOTATION: The one ambiguity in all of this is the need to factor into our
analysis of responsibility the difficulties and costs that are involved in
preventing harm or rendering aid to someone else
LEARNING EXPECTATIONS:
- I want to know what is and what are the Internet Service Providers
- I want to learn what the Legal Precedents are for ISP Liability.
- I want to know does Cyberspace alter the need for libel laws.
REACTION:
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is ISP?
QUOTATION: The one ambiguity in all of this is the need to factor into our
analysis of responsibility the difficulties and costs that are involved in
preventing harm or rendering aid to someone else
LEARNING EXPECTATIONS:
REACTION:
LESSONS LEARNED:
o Definition in general
o In details
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
- I want to be familiar about the lawsuits about it and the outcomes of it.
REACTION:
The DeCSS trial has tested the scope and constitutionality of the anti-
circumvention provision included in Section 1201 of the Digital Millennium
Act. All DVDs contain digital information, and this allows copies of a
motion picture contained on a DVD to be stored on a hard disk drive in
the computer system’s memory to be transmitted over the Internet.
This section presented that there are obviously much larger issues
pertaining to the First Amendment and its apparent conflict with property
rights. This case also epitomizes certain concerns about the DMCA law
itself. This ruling itself appears to make it illegal for someone in an
educational institution.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
1. Plagiarism – Students will often take all part of a article or essay that
they have located online and hand it in as their own work with or
without additions or modifications of their own. Plagiarism has been
a problem for a long time but the easy access to vast amounts of
electronic information dramatically increases the possibilities and
the temptation.
2. Software Piracy – The system was set up so that anyone on the
Internet could post a copy of program which was then available
for downloading for free by anyone who chose to do so.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
2. What is Information?
LEARNING EXPECTATIONS:
REACTION:
In revising the Copyright Act in 1909, Congress stated that the rights of
copyright holders were solely created by government grant and had no
other basis. It would seem then that copyright law was created by the
government as instrument of policy. Policy is usually based on a choice of
preferred outcomes and that choice may be based on considerations
other than the moral or the ethical.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is a copyright?
LEARNING EXPECTATIONS:
REACTION:
The copyright owner suffers from loss of the revenue that is customarily
paid for permission to copy. In this section, Snapper discussed, the
obvious candidate for plagiarism harm is the author who receives no
credit. But it is hard to see what harm that author may have suffered. A
possible loss of potential reputation is hardly sufficient grounds for the
ethical indignation that academics express over incidents of plagiarism.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is piracy?
QUOTATION: The World Wide Web has grown in popularity; the propriety of linking
to other web sites has achieved some prominence as an important moral
and legal issue. Hyperlinks represent the essence of Web-based activity, since
they facilitate navigation in a unique and efficient fashion involved.
LEARNING EXPECTATIONS:
REACTION:
He shares that this paper will allow us readers to explore the issue of
deep linking from a distinctly moral vantage point. It raises a plethora of
complex property issues with subtle moral implications and it deserves a
careful scrutiny. It concerns the appropriate scope of property rights for a
web site and how those rights can be properly balanced against the
common good of free and open communications on the web.
In this section, it introduce that there are two types of link which are
the HREF and IMG. An HREF is a link that instructs the browser to locate
another website and provide its contents for user. An IMG is a link that
instructs to a browser to enhance the text on the user’s web page with an
image contained in a separate file.
The resolution of the normative one does have the deep thoughts
have tended to know the one of the World Wide Web, and for the
intentions that do seek with the reality that had been allowed with the
three theories that they had encountered: (1) utilitarianism, (2) the locking
or labor-desert theory (3) the personality theory.
LESSONS LEARNED:
- I understand the different issues and problems that spread related web
site.
INTEGRATIVE QUESTIONS:
1. How does Web Site Linking become harmful for target web sites?
5. What are the factors in respecting the Common Good in the Web Site
Linking?
TITLE: The Cathedral and the Bazaar (Chapter 3.8)
LEARNING EXPECTATIONS:
REACTION:
As this first part, obviously it gives us an idea on what the book is all
about. This chapter shows the different things that can be observed in the
book during the entire reading. The topics covered are all about the
information technology: quickly evolving, open source: be resourceful,
computer software and hardware: build by great developers around the
world and the digital age: forming a new industry in the information
technology department.
This book is a “must” for anyone who is interested in the future of the
industry of information technology or computers, quick development is
observed. It includes different concepts with the earlier years when
computer technology was been popular to the world. I am glad reading
this book because this book is presented in a simple words which can
easily been understood and can be related by anyone in any means. I
also want this because it simply proves that hacking is not really bad but
there are some benefits from this.
Hacking is done over the internet through open source. Lots of sources
can be used and improved. I am really in the opinion that hacking is
good. I do not think that open source is bad because especially in our
class, IS-EBIZ, we are really hacking through the different ways such as
download the source code or use the web developer plug-ins and a lot
more. We are encouraged to do this to be more challenged to improve
what definitely exists today.
I am not really a good hacker and do not like hacking but after
reading this chapter I am encouraged to be more challenged in this side
because of there is a lot of idea to prove on.
LESSONS LEARNED:
- I learned the different issues and problems that spread related web
site.
- I can determine the theories that encountered in the World Wide Web.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
- I want to learn more the theory of privacy for the information age.
REACTION:
LESSONS LEARNED:
- The core values are the values we have in common as human beings.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
This paper, according to Elgesem, here distinct parts. The first part turns
out that an important part of the Directive’s structure of individual rights
has to be brought to bear in order to answer question. In the second part
is all about privacy which should be identified with the individuals control
concerning the flow of personal information. In the last part are the ideas
of Elgesem for a philosophical theory on individual rights in connection
with the processing of personal data.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
4. What it is about the Channels for the flow of the personal information?
LEARNING EXPECTATIONS:
REACTION:
The present study is organized into two main parts: the theory of
privacy which defends a version of the restricted access theory of privacy,
according to Moor, and the pricy –enhancing technologies which
considers the role of the privacy.
LESSONS LEARNED:
- PETS offer users choices about what information they wish to release.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
Intimacy simply could not exist unless people had the opportunity for
privacy. Excluding outsiders and resenting their uninvited intrusions are
essential parts of having an intimate relationship.
LESSONS LEARNED:
- Parent means fact which most person in a given society choose not to
reveal about them or facts about which a particular individual is acutely
sensitive.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
In the later part of this chapter it discusses that the data used and the
profiles created do not always qualify as personal data. Nevertheless, the
ways in which the profiles are applied may have a serous impact on the
persons from whom the data was originally taken or, even more for the
matter to whom the profiles are eventually applied.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is KDD?
LEARNING EXPECTATIONS:
REACTION:
Fulda defines data mining as the most easily accomplished when the
data are highly structured and available in many different forms at many
different levels in what are known as data warehouse. The data
warehouse contains integrated data, both detailed and summarized
data, historical data, and metadata.
While the data stored in databases are not truly uninterrupted, the old
legal rule that anything put by a person in the public domain is not legally
protected served well when the data was not mined so as to produced
classifications, clustering, summaries and profiles, dependencies and links
and other patterns.
LESSONS LEARNED:
- Data Mining is most easily accomplished when the data are highly
structured and available in many different forms at many different
levels in what are known as data warehouse.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
Introna points out the issue of the lack of legislation in other countries
would also indicate that it would be reasonable to conclude that
workplace monitoring is still largely viewed as a right of employers with the
burden of proof in the employee to show that it is invasive, unfair and
stressful. It would seem that a legal correction in the imbalance of power
is not likely to be forthcoming in the near future. There is also
accumulating evidence that surveillance of individuals lead to stress, a
lost of sense of dignity and a general environment of mistrust.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
4. What are the two major trends to create the background for our
contemporary discussion of workplace surveillance?
5. Why Surveillance become the central issue in our late modern society?
TITLE: Defining the Boundaries of Computer Crime: Piracy, Break-Ins, and
Sabotage in Cyberspace (Chapter 5.1)
LEARNING EXPECTATIONS:
REACTION:
Tavani, author of this section, says even though concerns about crimes
involving the use of computer technology have received considerable
attention in the popular press as well as in certain scholarly publications,
the criteria used by the news reporters, computer ethicist and legal
analyst for determining what exactly constitutes a computer crime has
been neither clear or nor consistent.
In this chapter he observed based on concerns raised by Gotterbarn
and other critics, we can reasonably ask whether having a separate
category of computer crime is necessary or even useful. It is perhaps also
worth noting that some critics have pointed out that crimes of diverse
types are committed in many different sectors, but we don’t have
separate categories for crimes committed in each of those areas. So it
would certainly seem reasonable for these critics to ask why we need a
separate category of crime for criminal acts involving computer
technology.
Arguments for having a category of computer crime can be
advanced from least three different perspectives: legal, moral and
information and descriptive. We consider arguments for each, beginning
with a look at computer crime as a separate legal category. From a legal
perspective, computer crime might be viewed as a useful category for
prosecuting certain kinds of crimes.
At the outset, one might reasonably ask what the value would be in
pursuing questions about computer crime from the point of view of a
descriptive category. We can also see then, why our existing laws and
policies are not always able to extend to cover adequately at least
certain kind of crimes involving computers.
LESSONS LEARNED:
- Software Piracy is by using computer technology to produce one or more
authorized copies of propriety computer software, distribute unauthorized
software or make copies of that software available for distinction over a
computer network.
- Electronic Break Ins is by using computer technology to gain unauthorized
access.
- Computer Sabotage is by using computer technology to unleash one or
more programs.
INTEGRATIVE QUESTIONS:
LEARNING EXPECTATIONS:
REACTION:
In this era of global commerce via the internet, strikes against the
hegemony of bureaucratic capitalism and the commercialization of the
internet will inevitably be carried out in the World Wide Web. Numerous
reports in the popular press have portrayed the hackers as vandals,
terrorist and saboteurs, yet no one seems to have considered the
possibility that this might be the work of electronic politician activist or
hacktivist.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
2. What is Hacktivism?
3. What is Cyberterrorism?
LEARNING EXPECTATIONS:
REACTION:
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is ISP?
2. What is IP?
5. What is anonymity?
TITLE: The Meaning of Anonymity in an Information Age (Chapter 5.4)
LEARNING EXPECTATIONS:
REACTION:
The application that does such a thing or aids us for becoming more
informed in other person’s every movement are different social networks
especially Plurk. It keeps me posted with every update to my friends. I
recently created an account just to see what the application is all about.
As a purpose of knowing why my classmates are creating accounts and
having too much fun and even I become addicted to it.
LESSONS LEARNED:
- The value of anonymity lies not in the capacity to be unnamed, but in the
possibility of acting or participating while remaining out of reach,
remaining unreachable.
- Being unreachable means that no one will come knocking on your door
demanding explanations, apologies, answerability, punishment, or
payment.
INTEGRATIVE QUESTIONS:
1. What is Anonymity?
LEARNING EXPECTATIONS:
- I want to know what are the two main problems that needs to solve in
order to keep GP, as a sender anonymized.
REACTION:
To be sure that data are really sent by the sender and received by the
receiver meant by the sender, the double encryption protocol is suitable
and widely used. However, double encryption needs the sender
identification in order to decrypt the message to the sender’s public key,
but the sender’s identification was anonymized by the Gatekeeper
postbox. To use double encryption for anonymized electronic
communication, new requirements must be specified.
Our main data sources are therefore the persons who prescribe drugs.
Using this post marketing surveillance as scientific method, we distinguish
between two phases, the generation of a hypothesis and the evaluation
of the hypothesis. The assistant of the GP will make notes of the referrals to
a specialist and of the treatment summary of the specialist in the patient
record of the GP. In the Netherlands, the number of GP’s using Electronic
Patient Records was growing rapidly from 1988. The central role of the
Dutch GP enables us to follow individual patient. In order to transmit the
data from the GP to the central database of IPCI, we use the edifact
standard for electronic messages. Anonymization of the GP means only a
randomized number and profession type are transmitted.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What is ICPI?
2. What is GP?
3. What is ERP?
LEARNING EXPECTATIONS:
REACTION:
LESSONS LEARNED:
- Only the former maybe at stake in biometrics, while the latter is taken to
refer to something both authors perceive as true identity.
INTEGRATIVE QUESTIONS:
1. What is Biometrics?
QUOTATION: Morality could exist without ethics (if no one investigated how
morality is done) but there cannot be ethics without morality (we cannot
study morality unless there is morality)…. Morality is like eating; it is an
inevitable part of everyone’s life.
LEARNING EXPECTATIONS:
REACTION:
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
QUOTATION: In all these judgments concern for the health, safety and welfare
of the public is primary; that is, the ‘public interest’ is central to this code.
LEARNING EXPECTATIONS:
REACTION:
Software Engineering now has its own code of ethics. The code has
been adopted by both the ACM and the IEEE-Computer Society, having
gone through an extensive review process that culminated in the official
unanimous approval by the leadership of both professional organizations.
The preamble to the code was significantly revised. It includes specific
ethical standards to help professional make ethical decisions.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
1. What are the eight principles that software engineer shall adhere.
QUOTATION: The information age puts new emphasis on some parts of many
older moral questions. The moral issues surrounding the development of
weaponry are thus a few of the very many possible examples of how an
older moral question can take on a new light as technology changes.
LEARNING EXPECTATIONS:
- I want to know the reason why incomplete codes of ethics are worse
than none at all.
REACTION:
Those who write moral codes (or things that could be mistaken for
them) need to be aware of the possibility that they may be abused.
Codes that address some issues but not others are very common, and
particularly open to such abuse on issues at the edge of their
competence. Code should make it clear what their area of competence
is. More importantly, though, authors of code should always make it clear
that their code is no substitute for careful moral consideration, and
especially in areas or on questions where there is no clear guidance in the
code.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
QUOTATION: Act in such a way that it is possible for one to will that the maxim of
one’s action should become a universal law.
LEARNING EXPECTATIONS:
REACTION:
The Golden Rule – Application of the golden rule means reviewing each
stakeholder’s needs as decisions are made. While this process is time-
consuming, the result is more successful projects, since the completed
systems have the respect of a broad constituency.
LESSONS LEARNED:
- For the subsumption ethics and describes the four axioms of
subsumption ethics, four ethical frameworks with roots of philosophical
traditions are introduced, including the golden rule: the golden mean,
nishaka karma and complexity
INTEGRATIVE QUESTIONS:
1. What is the process by which decisions become incorporated into the
operation of Information Technology?
3. What are the four ethical principles that have roots in antiquity
• Golden rule
• Golden mean
• Action without desire aversion
• Ethical complexity
4. What is Mahabharata which is a part of an ancient Hindu Text?
LEARNING EXPECTATIONS:
REACTION:
Business, Legal and Ethical Issues is the first of the core subjects undertaken by
Computer Professional Education Program (CPeP) students in their ongoing
professional development. Professionalism is a risk management strategy and in
this subject the emphasis is on applying professionalism in the business context.
LESSONS LEARNED:
INTEGRATIVE QUESTIONS:
5. What is the level where there will be at least one team of computer
specialist?
TITLE: The Practitioner from Within: Revisiting the Virtues (Chapter 6.6)
LEARNING EXPECTATIONS:
- I want to know the goal of this section in line with cyber ethics.
REACTION:
- In order to encompass with the reality that would deal with the
examining the complex and novel one, and for the issues of computer
technology, and for the one that for life and happiness for humans
and includes other core .
INTEGRATIVE QUESTIONS:
2. How the practitioner from within does revisited the virtues from within?