Still Falls the Rain Analysis

Still Falls the Rain Analysis The central theme of this poem is centred around a hard topic: the bombing of London during War World II. Edith Sitwell presents a world in need of change. However, she deals with this theme from a Christian perspective. This viewpoint is portrayed in seven irregular stanzas and thirty five lines which are written in free-verse. This means that, despite being an organized piece of writing with a coherent rhyme, meter and rhythm, it does not follow traditional patterns and these effects are used irregularly. The four final words in stanza 1 are an example of this: Rain, loss, nails, and Cross. While the first and third form a half-rhyme, which is a common feature in free-verse poems, the second and fourth form a perfect rhyme. Contrarily, the four lines in stanza 3 end with the words Tomb, rain, brain and Cain, forming a perfect rhyme in the last three words, while the first one does not rhyme at all. Moreover, sometimes an internal rhyme can be detected in words such as Field and feet, both in line 11, following a pattern of assonance since they have the same vowel sounds. Most lines have different lengths and they lack an established pattern of stressed and unstressed syllables. Overall, both free verse and these latter features enable the author to express her feelings more vividly, so that these emotions will be easily transmitted to the reader. Finally, all these effects provide the poem with beauty, making it more attractive for this reader. The structure or line divisions also create units of meaning. The seven stanzas of this poem may represent the seven days of the week, symbolizing how the suffering of Christ still persists. In the same way, six of these seven stanzas begin with the same statement: Still Falls the Rain. This number six can refer to humankind, which was born in the sixth day of creation in accordance with Genesis 1. Furthermore, the fact that Sitwell uses this sentence so many times emphasizes the duration and severity of that moment, thus bringing us closer to her emotions. Moreover, the expression He bears in His heart all wounds (line 20) strategically appears in stanza 5. This number may refer to the five main wounds of Christ (two in his feet, two in his hands, and one in his side). Nevertheless, all these effects contrast with the last stanza, which is finished with a hopeful message: Still do I love, still shed my innocent light, my Blood for thee'. Sitwell uses these words as she wants to remi nd us that God loves us and He gave His life for us; she trusts in Gods ability and willingness to act in a chaotic world. Overall, this poem shows the pain in the world, but leaving a gap of hope at the end. Since Sitwell has such firm religious vocation, biblical allusions are widely present in this poem. In line 3, for example, Sitwell refers to the rain as follows: Blind as the nineteen hundred and forty nails. By naming those nails used upon Christs cross, she represents the year of writing of this poem as well as the years elapsed from Christs birth. Similarly, other expressions such as the Starved Man, which is repeated in lines 14 and 19, indicate the existence of the Messiah, the Savior. It emphasizes the fact that wars only bring about pain and sins which ordinary people could only stand through their hope that this starved man will help them. Moreover, Sitwell sets her poem in the Potters Field (line 8). Later described as the Field of Blood in line 11, it describes a piece of land obtained by Judas Iscariot after betraying Christ, which was and is actually still used as a war cemetery. This field makes us think about past relatives who fought in the war, creating empathy. Over all, these biblical allusions especially help Christians to relate the poem to themselves and understand the consequences of war. Finally, the transmission of such deep emotions and reflections also helps to conclude that the register used in this poem is as lyrical as it is religious. The language of poetry has the power to touch our emotions and affect our understanding of ourselves and the world. This means that language can make the reader perceive the world and the poem with a higher definiton or, on the contrary, with ambiguity, providing this poem with different meanings. Sitwell creates these effects through rhetorical features such as imagery and simile. Imagery is the most popular device in this poem. For example, the rain may be understood as normal rain as well as the raining down of bombs during the air raids. This effect is created through descriptive adjectives like dark and black in line 2, giving a somber mood to the poem, and blind in line 3, representing the blindness of those people in war who do not remember Christs suffering during His crucifixion. The rain may also symbolize the blood shed by Christs side, which is a symbol of redemption for all sinners. Sitwell confirms this fact in line 19: Still falls the Blood from the Starved Mans wounded Side. Christ shed His blood for everybody in the same way people are unified in their communities during times of bombing. Sitwell conveys that we all have a God to believe in, who will always help us without making any distinction between social classes. Thus, Sitwell makes a plea for clemency in line 15 by referring to a parable about Dives and Lazarus: Christ that each day, each night, nails there, have mercy of us, continuing in line 16 as follows: On Dives and on Lazarus. Dives represents the rich man who is unaware of the poor man, the beggar Lazarus. They may symbolize hell and heaven respectively. Several images of the poem produce feelings of suffering in regards to the war. Thereby, the hammer beat in line 7 could be understood as an image of something which strongly beats this poem, emphasizing its hardness. Other words such as Tomb in line 9 and that worm with the brow of Cain in line 12 also stress this suffering. The latter refers to the mark made in Cains brow after killing his brother Abel. Finally, Sitwell refers to the The wounds of the baited bear in line 23, describing the helplessness of an animal in captivity towards its keepers and, concurrently, symbolizing the suffering of all those people involved in the war. More rhetorical features are found in this poem, such as the use of the simile. As it has been explained before, the rain is constantly compared through adjectives which convey darkness and hopelessness in the world such as those in line 2: Dark as the world of man, black as our loss. Another feature is personification. This is demonstrated in lines 12 and 13, where Sitwell claims that the human brain Nurtures its greed. She provides the brain with the personal ability of nurturing itself. Finally, alliteration on the consonant s occurs in line 28: See, see where Christs blood streames in the firmament, representing the sound of that flowing blood. Overall, rhetorical features force the reader to engage with his or her imagination and invite him or her to live the experience of war. Sitwell integrates all the previous points in the poem by using the third person, since she is describing what she feels and sees: the rain and the war. However, she sometimes changes this by directly referring to God. This happens, for example, in the last stanza: Then sounds the voice of One who, like the heart of man, Was once a child who among beasts has lain- Still do I love, still shed my innocent light, my Blood for thee' The fact that she is referring to God is portrayed through her use of capital letters in some words, such as One. It is also present when thinking about the biblical parable of Jesus having been born in a stable among animals, as is explained in line 34. Hence, it may be understood that Sitwell is trying to represent Gods own words in the last line. Moreover, there is a change of person in line 27, where the author introduces her own words as follows: -O Ile leape up to my God: who pulles me doune-. This is the only time she uses the first person, and it is written between dashes. While the dashes usually appear as a stylistic device in the poem, this time they are used to introduce the authors own voice in that line. This change of person causes the reader to understand and feel the situation from the authors own perspective. Finally, special punctuation, such as enjambment, is used in order to beautify the poem. It appears between lines 11 and 12, as the pause does not coincide at the end of the sentence: In the field of Blood where the small hopes breed and the human brain Nurtures its greed, that worm with the brow of Cain This poem is a statement of the authors Catholicism, which is used to reflect the existing difficulties in the world, such as the connection between the bombs and the dead in the ground. In general, she deals with this theme from a hopeful point of view. In my opinion, this poem is magnificently written. Sitwell employs a fantastic use of vocabulary and literary devices which cause great tension when reading the poem. This also led to me being reminded of some ancestors who fought in the war whilst reading it. I liked how the poet smoothes the tension in the last stanza and gives us that encouraging and optimistic message. Sitwells poetry reflects his heroic stance to face the terrors of life with an unshakable conviction that faith and poetry will ultimately triumph.

Video Games and Violence Essay examples -- classical conditioning, pav

One of the main concerns with respect to violence in video games compared to other media is the fact that games are immersive, and interactive. They are repetitive, and based on a reward system which is a proven psychological component of classical conditioning discovered by Ivan Pavlov. This argument however has been going on since the days of the comic book in the 50's, and because of the graphic violence portrayed in them, parents blamed them for their children's bad behavior. It seems that blaming games, and other media in this way is quite a lazy view to take. Subsequently, it is really using game manufacturers as a scapegoat, while ignoring the bigger issue, the person who has committed this act of aggression or violence, and other issues that have brought them to this point. Apparently, according to a 2001 U.S. Surgeon General's report, the panic over video game violence is twice as harmful as it misdirects energy that could be used in helping kids with problems, and allows them to fester to the point where they break down, and act out in aggression. A more appropriate question would be "Do violent games inspire the gamer to cause violence"? If the game does make a person commit violence, then are they mature enough to be playing it in the first place? Does this mean though one learns to be violent from playing a violent game, any more than watching a violent film, or listening to an aggressive Hip-Hop or Rap song, and have a long term effect to make the player violent and aggressive in real life, where they may otherwise have been non-violent. A prison in Missouri seem to think that they do affect the player, as since 2004 they have been the first to remove them from prison privileges. Whether or not this has r... ...ey, n.p.: New York ; Oxford : Oxford University Press, 2007., University of Cumbria Library Catalogue, EBSCOhost, viewed 23 December 2013. Death Race. (2013) DEATH RACE (Video Game). [Online]. Available from: http://en.wikipedia.org/wiki/Death_Race_%281976_game%29. [Accessed 21/12/2013]. Egenfeldt-Nielsen, S. S., Smith, J. and Tosca, S. (2013) 'Video Games and Risks', Understanding Video Games, Second Edition. New York: Routledge, pp 255-277. Springer. (2013) Video games do not make vulnerable teens more violent. Available at: http://www.springer.com/about+springer/media/springer+select?SGWID=0-11001-6-1433942-0 (Accessed: 29/12/2013). Wendy Stogner. (2007) Do Video Games Cause Violence in Children?. Yahoo Voices. Weblog [Online] 23rd May. Available from: http://voices.yahoo.com/do-video-games-cause-violence-children-359143.html?cat=25. [Accessed 29/12/2013].

Effectively teaching ethics in schools for later life

Ethical motives are an of import portion of decision-making but pupils arent taught to believe ethically. They do non understand what ethics is. They do non understand the difference between moralss and ethical motives and yet are n't two of the SLO ‘s in the computing machine scientific discipline model related to Ethical Behaviour? So how do we travel about making this? Certain we could merely prophesy to them about what they should and should non make and the alleged grounds for this. This method would be fast and so we can travel on to more interesting things, but learning in this manner we will lose a great chance to learn pupils ethical thought. Plus if we were merely to prophesy to the pupils it would travel in one ear and out the other. So in order to understand if it would be a good thought to learn moralss decently to pupils we need to see where the pupils are at. We need to make this to see if learning moralss is a right for them. We besides need to see what computin g machine moralss is and what it entails and in conclusion we need to look at the benefits of learning moralss in a computing machine class. Students In order to see it is a good thought to learn moralss to pupils we need to look at the pupils. Possibly the moragity of pupils understand moralss and therefore do n't necessitate to be taught. Maybe it is better to state them what to make and non acquire them to believe about the grounds why. If we were to learn pupils moralss would they happen them utile. These all the things we need to cognize before we decide whether it is or is non a good thought to learn moralss to pupils. Let ‘s get down off by looking at the accomplishments the pupils already have. The article Computer Literacy: Deductions for Teaching a College-Level Course by Nitham M. Hindi is an older article that talked about what computing machine skills pupils have. It noted that computing machine accomplishments are really indispensable to concern and it recognizes pupils do non hold the appropriate accomplishments. Students today will alter occupations at least 10 times and alteration callings at least three tim es. The importance of computing machine accomplishments is non lost. In the module of instruction we need to take a computing machine use category even though they wo n't name it that. Besides many other modules including concern demand to take a computing machine use category. This article besides noted that many pupils who took a computing machine class in high school had a huge cognition of pressmans, the Internet and difficult thrusts. Some of the pupils besides had cognition of virus protection runing systems and expose units. Although pupils had a batch of cognition about the how tos, they do non hold cognition about the â€Å" softer † issues. This cognition includes societal issues, ethical issues, planetary issues, and legal issues. It seems like non much has changed. In computing machine scientific discipline, movie and picture taking, or graphics the focal point is on the how to. The sociological side is n't shown. In a artworks category where the pupils are workin g on Photoshop why non speak about the societal issues of retouching exposures. One side to this issue is Photoshoping images to make an unreal sense of beauty. This article goes on to state that work forces were two times more likely than females to hold discussed ethical issues in a computing machine class. This points out another interesting fact. That is that females are more likely non to hold looked at any societal branchings of computing machines. During my research I noticed an interesting subject that emerged. This subject suggested that discoursing societal branchings of computing machines may do computing machine classs more interesting to females. In fact this was a common yarn. I even found an article called Gender and computing machine moralss By Alison Adam which disputed this. Either manner thought in the societal side might hook different people with different positions. I besides found another article that mentioned that adult females ‘s assurance is frequent ly undermined in computing machine classs. This quotation mark is from a adult female who had a batch of programming experience that took a computing machine scientific discipline class she said that Then I got here and merely felt so improbably overwhelmed by the other people in the plan ( largely guys, yes ) that I began to lose involvement in coding because truly, whenever I sat down to plan there would be dozenss of people around traveling, â€Å" My God, this is so easy. Why have you been working on it for two yearss, when I finished in five hours? I remember how computing machine scientific discipline was. I went through the whole plan and got my grade. So I know this is how we treat everybody. We procrastinate and leave everything to the last-minute. We gloat when we complete assignments fast. We brag and show off. Possibly analyzing moralss or other do-gooders may do the ambiance more unfastened and friendly. This article besides points out that adult females may hold the same accomplishments as work forces but are given lesser functions and because of this it has become a male dominate industry. The article goes farther and suggests that because it is male dominated that everything computing machine from the interface to the bit layout is work forces oriented. This could go forth adult females confined to systems which work forces have created and these systems may non be ideally suited to them. I think this is a absurd thought. I do n't see how something can be oriented towards one gender or another. If I said I do n't see guys kicking about the interface of their ironing boards. I would be called out as a biget and a male chauvinist, but is n't it the same statement. There are a batch of things that have been designed by females and I do n't hear cats kicking. It ‘s impossible to penetrate how something designed by one gender will hold negative effects on the other. I do hold a job with the fact that adult females, with the same accomplishment set as work forces, do non acquire the same occupations. This points out a turning demand for the instruction of moralss and if computing machines do hold a gender prejudice, hopefully equal chances will make a balance and this prejudice will henceforth be eliminated. The article entitled Teaching Information Ethics to High School Students by Kathy Lehman looks at a batch of plagiarism pupils do. It looks at the job from a librarian point of position and what a library should make to rectify the job of plagiarism. The bibliothec said that non really many of the 11th class pupils felt guilty downloading music without paying for it. They merely do non believe about the support of the persons. They do non believe about what it takes to contrive or make music or the sum of attempt involved. Those pupils that are 17 old ages or older do non experience really guilty about downloading music illicitly even though they do understand the branchings. The pupils do hold a sense of morality. They recognize the deductions of unethical behavior when it comes to misapply of a friend ‘s electronic mail or images and they understand the dangers of marauders and therefore maintain private information off the Internet. Basically the writer states that they teach the class 11 pupils the branchings of illicitly copying music but when the pupils reach the 12th class they could care less. If we use the same attack learning the moralss model in computing machine scientific discipline we do better to merely trash that constituent. Possibly we should non prophesy to the pupils or to concentrate on a specific aspect of the moralss argument but to hold the pupils create their ain moralss. If they are traveling to copy music they should hold to support their act ethically. I think our ends should be for pupils to utilize moralss to make ground. The focal point should non be on whether they do or make non copy music. As instructors we should focused on the bigger image. We need to concentrate on larning aims and non commercial aims. The article entitled Teaching Ethical motives to High School Students by SUSAN PASS and WENDY WILLINGHAM agrees with my point. The article says that the pupil should non be sidetracked by subjects of moral tyranny and relativism. Moral tyranny means that merely one morality is right. Relativism is the false belief that if certain moralss are right for one group or individual they are right morally. Basically these prejudices boil down to the fact that there are no different point of views when it comes to moral logical thinking. With moral concluding there is merely one right reply. Basically we need to allow the pupils know there are many ways of logical thinking and if you bump into these prejudices you should inquire the category if there are any extra suggestions or options. The article goes on and says â€Å" there is a existent danger of learning striplings in a mode that ignores personal or moral development, but focuses wholly on academic accomplishment. Adolescence is a cli p of turbulence when immature people need counsel † ( 21 ) . Galbraith ( 1979 ) warns us about utilizing indoctrination, dictatorship, and relativism. Indoctrination and dictatorship do non let the pupil to research their sense of moralss, we alternatively coerce them to accept or reject what the teacher tells them is true. Relativism besides creates a barrier to acquisition as it destroys systematic ethical doctrines. It assumes that because it is right for you it is right for everybody else. Thus it destroys the arguments before they begin. What we need to make is to make moral development through treatment. The article written by that bibliothec besides notes that pupils are really good at happening illegal signifiers of electronic media and importing them straight into their PowerPoint or multimedia undertakings. It besides points out that because these undertakings are normally done at place, there is no inadvertence from bibliothecs who can assist learn the pupils about right of first publication and plagiarism. Merely late there has been a province authorization, where this librarian works, that states that every school territory will implement the course of study of Internet safety. There libraries must be I safe certified. Their County has a really rigorous acceptable usage policy which all staff must subscribe. Classroom instructors need to implement the 10 % or 30 2nd regulation for utilizing proprietary digital media. In short, they talk about their carnival usage understandings and copyright Torahs and the importance of spying beginnings. In fact at Thomas Dale no pupil can co py a paper, either their ain or a siblings paper that took the class in the past, or from on-line beginnings, because the school has a database with all old documents of all time submitted to that school and of class they have a plan that will seek this database and the Internet for similar documents. The article said it was a powerful inducement for pupils non to plagiarise. This is of class because the pupils do non desire to acquire caught, non because they feel guilty or possess any ethical duty non to plagiarise. When I read this I thought this would be something cool to prove so I found a similar plan called Viper and I have had a batch of merriment look intoing to see if the writer themselves have plagiarized. At this school they besides teach pupils about how to make up one's mind what information you should portion and about the importance of being true and honest. This manner the pupils know how to utilize societal networking sites suitably and non distribute false rumor. In short it seems they have become really hawkish to support right of first publication in all its signifiers. Alternatively of learning moralss to protect right of first publication they have used a run of menaces and coercion to support it. We have seen the shout approachs of these tactics. What they are rely learning the pupils is how non to acquire caught. So far it seems that pupils ca n't believe ethically. We have seen that merely stating the pupils what to and what non to make does n't work. Even if you merely show one side of an ethical issue and utilize ethical logical thinking to support it that would be a bad thought. You need to show the whole issue and your pupils need to develop their ain positions. They need to do judgements and to be able to support their ain point of views. We can besides see this information will profit the pupils as it will let them to make a fairer and more welcoming environment no affair where they may travel. What is computing machine moralss? We have seen that learning moralss to pupils is a good thought but what is computing machine moralss? The word â€Å" moralss † is a derivative of the Greek word ethos, which means â€Å" imposts † . This is because these are the steering beliefs on the ideals that defined a community. This is why I think we use the word moralss to speak about professional moralss and non the word ethical motives which relate to oneself. It is of class perchance that person ‘s moralss may conflict with their ethical motives. Ethical motives consists of statements that tell us how the universe should be. Everything we do and make non make can be a possible topic for ethical rating. When reading about computing machine moralss, most people view it as separate from regular moralss. Kallman and Grillo province that there is no existent particular class for computing machine moralss but the ethical state of affairss in which computing machines are involved have drastically changed the state of affairs. Computers have addressed the concerns related to free address, legal power, namelessness, and trust. There are besides some concerns about the features of personal information on the Internet. In short the Internet has made it so everybody can be an writer and the writer can be anon. . This has led to jobs with trust. If anyone can print, how can we swear the information? It has besides led to inquiries about free address because the Internet is so anon. people can compose or make whatever they want. They can print hateful messages and commit hatred offenses. Another job is that the Internet is planetary and different states have different Torahs so who has legal power when a jurisprudence is broken? Some states have erected a planetary firewall to ban the populati on to unwanted political or societal positions. Last there is a job with what people put up online sing privateness. I did non truly understand this issue but that is non the point. The point is that computing machines have made these jobs more broad spread and prevalent and yes these subjects were talked about in the regular moralss, but they were talked about separately. In computing machines they all come at the same clip and converge in different ways to make a new set of issues Moor has a nice manner to turn to it. He views computing machine moralss as a specific field where we identify policy vacuities that before the computing machine did non be. He states that computing machine moralss attempts to clear up conceptual confusion environing these issues and to explicate and warrant new policies in countries with either no policies or policies that have been broken. So who would be the best people to analyze this new signifier of moralss? In the article, On the Importance of Tea ching Professional Ethics to Computer Science Students, Gordana and Dodig-Crnkovic has an interesting thought. They say that In order to understand computing machine moralss jobs we need a new type of individual. We need person who understands the cultural functions that computing machines play and they besides have to hold an apprehension of the proficient inside informations of the job. In short we need person who understands societal branchings every bit good as the computing machine scientific discipline portion. Thus it makes sense to learn computing machine moralss with computing machine scientific discipline. So non merely is it portion of our computing machine scientific discipline model but people with proficient cognition are better suited for computing machine moralss. The following inquiry would be what ethical theories should be used in the schoolroom. It is of class non appropriate to try to utilize spiritual ethical theories so what should we utilize? Should we utiliz e useful or virtue moralss? One article I read said that a figure of philosophers have argued that traditional ethical theories can non be applied to all computing machine moralss issues. These ethical theories include deontological, useful, and aretaic ( virtue moralss ) theories. I besides read another article that suggested we use a intercrossed attack. It recommends that high school pupils can easy utilize Kantian moralss and virtuousness moralss to make an ethical determination. The pupils must happen a solution to which both of the ethical theories apply. So far we have seen that Computer ethics is different that regular moralss. I have demonstrated ways in which the computing machine engineering has created nothingnesss in policies and how engineering has changed ethical thought. Last I have shown that it takes techniquly minded people to understand computing machine moralss. Therefore there is a demand for computing machine scientific discipline pupils to understand moralss. We have seen that pupils will profit from a class in moralss and we have besides seen what computing machine morals is. We have besides talked about some benefits along the manner so now let ‘s take a expression at other benefits in learning our pupils moralss Reasons why There are many benefits in learning moralss to our pupils. The NCSS says that moralss is an indispensable constituent for societal engagement and interpersonal relationships so pupils need to make and show their ain personal strong beliefs as portion of their ethical decision-making procedure. In fact even John Dewey recognizes the demand to learn moral judgement to pupils. The article goes on to state that ethical thought gives pupils the ability to conceive of and research possibilities before they make a judgement. As pupils apply moralss to real-life scenarios they non merely develop their sense of moralss but they besides develop higher-order thought accomplishments. When pupils are believing ethically they ‘re working at the top three degrees of Bloom ‘s taxonomy. They are utilizing creativeness, synthesis and analysis. As already mentioned, computing machines have created many ethical issues that have non existed in the yesteryear. When people are working on computing machines they miss the face-to-face contact of working with people. They are indirectly removed by the machine, as such ; they do non see the moral branchings of their actions. They do non believe about other people when doing determinations. This means that as instructors we need to speak about these issues. We need to acquire our pupils to believe about the universe in which they like to populate. They need to develop a codification of behavior. They need to believe about how they treat other people, even people they do n't see. Computers have created new signifiers of media which are more synergistic. Now anybody has the ability to pass on globally. They can be anon. . Peoples can copy and reproduce any signifier of digital information. This new signifier of engineering airss many jobs. Hackers could utilize distant terminuss to in terrupt into systems. They may or may non hold a malicious purpose. They could be merely proving their accomplishments as a hacker and in making so may really assist by indicating out holes in the security. So does the Intent do this action ethical or is it still unethical because the individual broke in. Another job is the copying of proprietary plants. The writer or Godheads rely on income by selling their package to people who are willing to purchase their merchandise. If the people who are willing to purchase the merchandise acquire it for free, so the Godhead loses money. Not merely do writers hold to worry about their plants being copied, confidential records can be easy copied between databases. Another concern is about what types of information authoritiess or corporations collect about us. This is known as the large brother fright. It is of import to state pupils they have the right to see any information on any database sing themselves. This is known as the freedom of info rmation act. The whole armory of ethical issues can be drawn from the field of unreal intelligence entirely. The involvement and consequence will go even more outstanding as clip Marches frontward Deborah Hurley ( 2000 ) presents the thought that computing machine devices will shortly be portion of our vesture and even portion of our organic structures such as biochips and implants. The ethical deductions will go on to progress. There are a batch of issues related to computing machine moralss and as the engineering evolves and becomes more incorporate into the societal facets of mundane life, there becomes a stronger demand to learn pupils about moralss and what it means to act ethically. Last we are learning our pupils computing machine scientific discipline. Computer scientific discipline is a profession and as such it has a codification of behavior. What I mean to state is that we have several professional organisations and each has its ain codification of behavior. There is ACM, AITP and IEEE-CS. We are learning our pupils computing machine scientific discipline and moralss is an built-in portion of it. In category we talked about how most pupils will non prosecute computing machine scientific discipline in any signifier of postsecondary surveies. My counter statement to this is merely because they are non taking station secondary surveies, does non intend they wo n't develop plans in the hereafter. So it is up to us to learn them to believe ethically about the package they create. Just expression at the ruins of the yesteryear when coders and plans failed. There was The detonation of the country and five projectile in 1996 or the Therac-25 machine which gave peop le excessively much radiation. Computer scientific discipline has direct impact on the quality of people ‘s lives and they must take into history the wellness safety and public assistance of the populace. It is & lt ; = a professional codification of behavior that makes moving ethically the norm. It outlines their duties to themselves and the public codification Acts of the Apostless as an educational tool supplying a focal point for treatment as it talks about professional behavior. I think it would be a good thought to do a professional codification of behavior with your category. This could work as a schoolroom direction scheme. In your category you want your pupils to move ethically. You do non desire them to copy and glue codification from the Internet. You do non desire them to disrespect each other. You want assignments in on clip. I could travel on and on but to sum it all up you want your pupils to move professionally. In this subdivision we once more looked at all the specific ethical issues from this it is easy to see all the negative effects they can hold on our pupils. We need to learn them moralss so they can believe about each state of affairs as the demand arises and while we do this we are learning them critical accomplishments. We are learning the higher degrees of Bloom ‘s taxonomy. If this is non an adequate ground to convert you we are learning them a profession and with that profession comes ethical duties. These duties can be imported into your schoolroom to make a better richer larning environment. We have seen that Computer ethics is a new typical field that your pupils can larn a great trade from and we have besides seen that the pupils will profit emencily. If your still non convinced the model says we have to learn moralss and we mine every bit good do it right. Dodig-Crnkovic, G. ( n.d. ) . On the Importance of Teaching Professional Ethics to Computer Science Students. www.idt.mdh.se. Retrieved November 4, 2010, from hypertext transfer protocol: //www.idt.mdh.se/~gdc/work/TeachingProfEthics.pdf Herman, T. ( 2001 ) . The province of computing machine moralss as a philosophical field of enquiry: Some modern-day positions, future projections, and current resources. Ethical motives and Information Technology, 3, 97 – 108. Hindi, N. M. ( 2002 ) . Computer Literacy: Deductions for Teaching a College-Level Course. Journal of Information Systems Education, Vol. 13 ( 2 ) , 143 – 152. Lehman, K. ( 2009 ) . Teaching Information Ethical motives to High School Students. Library Media Connection, v27, p28-30. Pass, S. ( 2009 ) . Teaching Ethical motives to High School Students. Social Studies, v100 n1, p23-30. Rikowski, R. ( n.d. ) . Teaching ethical issues in Information Technology: how and when. www.libr.org. Retrieved November 4, 2010, from www.libr.org/isc/issues/ISC23/B9a % 20Ruth % 20Rikowski.pdf

A Discussion On Ethics And Law Essay - 1635 Words

Enron, a Discussion on Ethics and Law Leadership’s Role in Ethical Dilemma As documented in a promotional video for Enron, Kenneth Lay states: â€Å"Enron is a company that deals with everyone with absolute integrity. We play by all the rules. . . We want people to leave a transaction with Enron thinking they have been dealt with in the highest possible way, as far as integrity and truthfulness and really doing our business right.† (Enron Vision and Values, 1998, 3:32) Whereas this message was intended to affirm corporate mindset, Lay’s business leadership and conflict resolution promoted the contrary. In 1985, Kenneth Lay founded Enron Corporation to satisfy his personal ambition and insight in the deregulation of energy markets. As many entrepreneurs do, Lay placed a focus on the success and future of his business on the financial performance and growth rate. Although short term success can be gained by focusing solely on the bottom line, long term success can only occur by first meeting the requirements of the law and maintaining in tegrity through ethical decision making. As you will see, Lay’s leadership focus on the priority of enhancing the bottom line actually trumped his ability to promote ethical and legal decision making for his organization. This conflict was the root of the problem that promoted individuals in the organization to make unethical and unlawful decisions on a business level as well as personal level. Kenneth Lay’s Leadership Failure The loss ofShow MoreRelatedStandards For Financial Decision Making926 Words   |  4 Pagesdecision-making, the relationships between fiduciary duties and financial decision-making. The researchers analyze NGA standards, court standards, code of ethics for guardians, accreditation standards, and state standards through the study of Brenda K. Uekert and Thomas Dibble (2012), Boxx Hammond (2010), and Frolik Whitton (2011). The broad discussions of decision-making demonstrate the guardian – a person, who has fiduciary duties to establish standards for making financial decisions (pp. 1278-1279)Read MoreHistory of Mass Media1150 Words   |  5 Pagescoherent discussion. SEMESTER JANUARY-APRIL 2012 SCHEDULE |WEEK |DATE |LECTURE |TUTORIAL |ASSIGNMENTS |DUE DATES | |1 |Jan 9 |Introduction to Mass Media Industries |Discussion on study case |NIL | | |2 | 16 |Books |Group Discussion Read MoreEthics And Ethics Of Ethics775 Words   |  4 Pagesmillion to settle a shareholder lawsuit. We can refer from the two previous examples that ethics education is crucial. The main reason for ethics education is that ethics courses and training would help students, who are going to become future managers and business decision makers, to resolve such ethical dilemmas correctly. As we know that most dilemmas often have multiple decision criteria. Business ethics classes would help students to realize which decision criteria lead to a preference for aRead MoreQuestions On A Ethical Dilemma1482 Words   |  6 Pagesrule, the action is not publicly acceptable, or would harm others - then the action is a ethical dilemma. The first criteria examines the illegality of action. The second criteria asks if the action is a violate of one’s professional or corporate ethic. The third criteria examines the if the dilemma’s relation to individuals’ consciences and personal values. The fourth criteria posits the golden rule as an ethical barometer. â€Å"Would yo u like it [this action] down to you and your† (Matt. 7:12Read MoreUniversalist Theory Of Universalism1237 Words   |  5 PagesUniversalist theories (moral universalism) are meta-ethical positions that claim that there is a universal ethic that applies to all people regardless of their nationality, religion, sex, race, culture, sexuality, and other distinguishing features (Greenwood and Harris, 2011). Universal ethics refer to a moral system that applies to the entire humanity, transcending personal whims, and culture in the process. The justification for this rises from human nature, which is a shared vulnerability of sufferingRead MoreClass Discussion Board Forum And Group Task Presentations882 Words   |  4 Pages1. I have shown a sense of social responsibility by participating in our class discussion board forum and group task presentations. The discussion board was designed to collaborate with peers regarding court cases and topics of law. Through constructive feedba ck, I helped my peers learn additional information regarding the law topics provided in the discussion forum. It was important for me to provide conversation within the online learning environment that was constructive and informative. In additionRead MoreExam for Chapter 1 Essay1217 Words   |  5 Pagesprofessionals were discussing the relationship between law and business. Adam argues that law primarily benefits the owners of businesses at the expense of workers and customers, while Beth takes the opposite position - that law primarily benefits the individual employees, customers and others, at the expense of the owners of businesses. Charlie posits that all parties are better off because of the presence of law, while David asserts that law is not a significant factor in the conduct of businessRead MoreWeekly Schedule1363 Words   |  6 Pages15 16 and Friday, April 03. MBA CLASS OF 2016 SEMESTER II (S II) LIST OF COURSES BEING OFFERED Code Units Course Title Instructor BII FMG IE MACS ME OM 0.5 1 0.5 1 1 1 Business Integration and Innovation Financial Management Islamic Ethics Managerial Accounting and Control Systems Managerial Economics Operations Management Jamshed H Khan Syed Mubashir Ali Kamran Rashid Ayesha Bhatti / M Junaid Ashraf Tanveer Shehzad Hassan Rauf / Syed Zahoor Hassan SULEMAN DAWOOD SCHOOL OF BUSINESSRead MoreThe Code Of Ethics And Systematic Ethics985 Words   |  4 PagesAggressiveness in Financial Reporting. The key of the abstract is to demonstrate the differences in financial reporting between the International Financial Reporting Standards (IFRS) and U.S. Standards (p.477). More in depth the research focuses on the code of ethics and moral duties of company top management. Introduction. The authors study the financial scandals and the recent financial crisis to demonstrate the gap between market processes and accounting standards. The IFRS and U.S. GAAP differ in contraryRead MoreWhat A Cio Should Do993 Words   |  4 PagesFrom the very first discussion where we were tasked to consider what a CIO should do, I was keenly aware of how our own perspectives were such a large part of how we phrased our responses. Regardless of the topic, thinking from the consumer perspective is different from the business or information technology perspective. In this class, it has become apparent that information technology has its own perspective and set of ethics. In this class, we tried to apply traditional ethics to the uses of information