The year is 2025. Big Tech companies and numerous startups have created apps that use facial
recognition and analysis to track users’ “well-being.” Such apps are now standardly included on
smartphones (e.g., Apple Health), and evidence shows that roughly 50% of all smartphone users use these
apps. The most popular is an app called “Thalia”
Either on your own or with a partner, write a fictional newspaper op-ed (600-800 words) about Thalia.
The op-ed should begin with the line: “It’s on your phone, it’s in the news. Thalia, an app that uses facial
recognition and analysis to monitor users’ mental health, has taken the world by storm. But what does it
mean for us and our society when AI tells us how happy we are?”
Writing for a general audience of readers, discuss the fictional app “Thalia,” arguing its sociotechnical
benefits and detriments. Your opinion piece must take a clear stance: if you and your partner agree that
Thalia is beneficial in some ways and detrimental in others, you can (of course) say this, but you should
make a choice about which benefits/detriments outweigh the others. Such a choice should reflect whether
Thalia is more utopian or dystopian.
Please cite and discuss the following four articles in your response to this assignment:
• Stark, L. (2019). Facial recognition is the plutonium of AI (Week 3 Reading)
• Zuboff, S. (2015). Big other: Surveillance capitalism and the prospects of an information
civilization. (Week 4 Reading)
• Buchanan, R. (1992). Wicked problems in design thinking. (Week 4 reading)
• Seberger & Patil (2021). Post-COVID public health surveillance and privacy expectations in the
United States (Week 6 Reading)
Format:
• Standard formatting requirements apply (See syllabus)
• Submissions should include a headline, a by-line (i.e., both authors names), and use language that
is accessible to general readers (i.e., non-specialists)
• References to each of the four required articles (bulleted above) should be in APA format
• Submissions should be between 600 and 800 words (not including references and bibliography)
Grading Rubric:
• Formatting: 6pts (1pt per formatting requirement: headline, byline, accessible language,
references to each of the four required articles, APA reference format, word count)
• Clear position about Thalia: 3pts (e.g., sociotechnically beneficial / utopian; sociotechnically
detrimental / dystopian; both, but one outweighs the other)
• Demonstrate understanding and use of the four bullet-pointed articles above: 16pts
o (4pts per discussion of each article)
Category: Information ethics
For this discussion, you are asked to consider whether ethical behavior can be assured using the Personnel Security (PS) family of controls (as specified in NIST SP 800-53). Or is a Code of Ethics a better tool for promoting ethical behavior with respect to the use of information and information systems within a specific organization?
Write your response in the form of an opening statement for a debate. Pick one of the two positions below and construct a 3 to 5 paragraph argument for your position. Your argument will be strengthened by the use of authoritative sources and examples — this means you need to cite your sources and provide a list of references at the end of your posting.
Position #1 — a Code of Ethics is the stronger method for ensuring ethical behavior.
Position #2 — Implementation of Personnel Security Controls is the stronger method for ensuring employees act ethically.
Remember to submit your discussion response to the Turn It In for Discussions assignment folder. See the forum instructions for more information.
For your critiques, focus on providing suggestions for strengthening the original poster’s debate statement. Include at least three examples and/or content suggestions supported by your own readings (include citations and references for authoritative sources). For full credit, a total of two critiques and two additional responses or follow-up postings are required in addition to your main posting.
This are the readings and i sent the file for the first one since it might not open, let me know if you do not have access to the other readings.
Week 1 Readings:
Chapters 1 & 2 in the (ISC2) SSCP Systems Security Certified Practitioner Official Study Guide, 3rd Ed. Available from the UMGC online library (UMGC student login required). https://go.oreilly.com/umgc/https://learning.oreilly.com/library/view/isc-2-sscp-systems/9781119854982/
Executive Summary and Chapter 2 in NIST SP 800-53 rev 5. Security and Privacy Controls for Information Systems and Organizations. https://nvlpubs.nist.gov/nistpubs/SpecialPublications/NIST.SP.800-53r5.pdf
Review Section 3.14 Personnel Security in NIST SP 800-53 rev 5.
Review (ISC)2 Code of Ethics https://www.isc2.org/Ethics
1.subject：Infrastructure Information Management
2.After setting the theme, send it to confirm
This is a group work.
It is necessary to complete the first two parts (picture marking part), a total of 1500 words +PPT.
800-word speech +PPT is required
1.subject：Infrastructure Information Management
2.After setting the theme, send it to confirm
This is a group work.
It is necessary to complete the first two parts (picture marking part), a total of 1500 words +PPT.
800-word speech +PPT is required
Arts-Based Exploration of Learning II
“I think I went into the drawing thinking I would humor the process but not thinking I would get much out of it. Instead, I found it incredibly impactful in changing the way I view my own ability and the way in which I view the abilities of those around me.” Autumn 2022 DEA Student
We invite you again this week to pause and explore what you have learned over the past few weeks. We are always particularly interested in what has surprised you. We are interested in what may (or may not) have changed in your understanding of (dis)ability, your understanding of the cultural worlds in which the ideas of ability and disability are created, and your understanding of your own perceptions and beliefs. So, again we invite you to undertake an arts-based exploration of your learning in the course, focusing in particular on the last three weeks of the course. As before, we do expect you to do the Encounter assignments and Interact Discussion from this module—they are important and valuable. But instead of Explorations and a DWL, please use this second ABEL process to further explore and reflect on what and how you are learning in the course. We invite you, particularly, to take some risks in exploring what the art-making process itself can teach you about the ideas and experiences you are exploring, and about yourself. Your unique perspective is likely something that cannot be captured in an assortment of common images. Push deeper to find your voice that defines authentically what you feel, think, and know about you.
Here are the guidelines for this “Arts-Based Exploration of Learning II” (ABEL II) of your experiences in the course:
Part I
Imaginative Foundation Free Write (15 points): Write a brief descriptive reflection (paragraph of 3-5 sentences) focused on these questions (or others you may prefer to explore):
What are the most important experiences you have had in the course over recent weeks?
What do these experiences mean to you, personally? How have these ideas and experiences impacted the way you view the ideas of “ability” and “disability” in your own life, your history and positionality, particularly within school settings (including the UW!)?
What new questions are arising as you complete this process of reflection and expression related to your learning?
Part II
Expand your reflective process with images and compositions. (15 points): In this part of the assignment we invite you to extend your exploration of art-making and storytelling. You are welcome to do another collage if you like (but do push your experimentation!). You can also make a poem, a musical piece, dance, or any artform. You could create a world in MindCraft! Its up to you. But generally, again, take one or more of the experiences you’ve described in your Part I reflection and explore that experience further through the process of making an image.
Part III
Analysis, Reflection, Commentary (20 points)
Creative Reflection: In a paragraph, describe your artwork and how it relates to your experiences in the course over the past weeks. Explain your choices about the imagery used and how the elements of your image (be they visual, literary, movement, music, etc.) are intended to convey the essence of your experience.
Learning about Learning: In a second paragraph, again comment on what you learned through this activity about your own learning:
How did this activity affect your thinking about or more issues related to (dis)ability, education and the arts?
Comment on what you learned about art making as a resource for exploring and articulating your ideas and experiences. Did this experience extend your learning from the last artwork you created? If so, how?
About assignment- Symbolic logic and venn diagrams are tools that can be used to remove the content of an argument and examine whether or not the argument itself make sense. Using these tools, you will examine an argument using Symbolic logic and vent diagrams and ot truth tables in your paper. The paper must be a minimum of 1500 words minimum.
Prompts- Debates about policy, philosophy, theology, and ethics abound in social media between family, friends, and strangers, and these arguments can get very heated. Symbolic logic is an objective way to evaluate an arguments logical consistency.
For this essay, summarize the authors argument in the following article:
The virtues of patriotism, the vices of nationalism – https://theimaginativeconservative.org/2022/04/virtues-patriotism-vices-nationalism-george-stanciu.html#
Include the following elements in analysis
– deconstruct the authors main points into Symbolic statements (Symbolic letters and operators need to be used together to create Symbolic statements)
– use venn diagrams and or truth tables to examine the soundness of the authors argument
– discuss the results of your examination and the limitations of your analysis
– demonstrate how the authors argument could be applied to a different subject
Formatting and sources- paper and sources must be in apa format. You must use 3 sources and cite them using apa format. Include a mix of both primary and secondary sources with atleast one source from a scholarly peer reviewed journal.
When converting statements into Symbolic logic they must be correct and error free. Truth table and venn diagrams must be tabled correctly and diagrammed
Detail discussion of meaning of analysis and demonstration that reveal the strenths and weaknesses of structural arguments
English use must be professional. Paper must be organized in a meaningful way and point must be systematically covered.
Please research and respond to the work of SF based AfroBrazilian samba group “FOGO NA ROUPA” and specifically the bio, participation, and intentions of founder Carlos Aceituno. You can look through El Tecolote Archives for any stories about him and FOGO.
Material: Guillermo Gomez Peña, Amalia Ortiz, Mayda del Valle, Pedro Pietri
Descriptive Section: What is the community / neighborhood where the performance took place? What is the physical description of the site? The atmosphere? Can you tell the make-up of the intended audience or community that the performance connects with?
Analytical Section: What is the performer(s)’s skill level? Were you able to identify any narratives or discourse relating to themes? In your opinion, how successful was the performance in conveying its points to the community? Does the community (or others) respond in any way? How? Can you identify any central challenges and/or obstacles that the performer had to face? Can you identify key components and positive elements?
Critical Section: You must engage other course material: What aspects of the course work, discussions, and readings, including foundational readings and plays, can you relate to these performances?
Personal Connection Section: What is your personal relationship to the work these cultural venues do? What do you have in common with the work they do? What is new to you? What perceptions did you have going into the community service work? How were those perceptions changed, or not? What have you learned that you didn’t know before or expect?
Using sociological perspectives and terminology, students will discuss how their background (including, race/ethnicity, sex/gender, sexuality, social class, ability status, etc.) and experiences have shaped the way they view the world. Students should explain how their personal connections to systems of power and oppression influence their ability to understand and critically analyze contemporary social problems.
There are two parts to this assignment: All components must be completed for full credit.
Part 1: Your Story – Exploring Power, Privilege, and Oppression
In a written 2 to 2.5 page APA formatted paper, students are asked to explore their personal connections to systems of power and oppression, and how these connections influence their understanding and critical analysis of contemporary social issues.
Students should include the following within their paper:
Identification of Social Identities: Students should first identify 2-4 social identities that they consider significant to their lived experiences. These identities could include race, gender, sexual orientation, socioeconomic status, ability, religion, nationality, or others. These identities form the lens through which individuals navigate society and experience both privilege and oppression.
Connection to Systems of Power: Next, students should explain how their identified social identities intersect with larger systems of power in society. This involves recognizing the advantages (privileges) and challenges (oppressions) associated with each identity. To demonstrate these connections, students are encouraged to include personal experiences, feelings, and thoughts to support their explanations. Students should exercise their agency in determining which personal and real-life experiences they want to share.
For example, a student might talk about how their race affected how police treated them, showing how racial profiling and systemic racism are bigger problems.
Exploring Personal Perspectives: Think about how your own life experiences have influenced your views on social issues. Consider areas where you feel the most knowledgeable, passionate, or uncertain due to lack of awareness. In your response, explore how your background has shaped your perspectives, and identify any biases you may need to confront.
If you come from a privileged background, how might this affect your understanding of poverty and inequality?
If you have always had access to quality healthcare, how might this privilege influence your perception of healthcare disparities faced by marginalized communities?
If you grew up in a predominantly homogenous community, how might this lack of diversity impact your awareness of racial diversity and discrimination?
If you were born in a country where citizenship is easily obtained, how might this privilege affect your understanding of immigration policies and the experiences of undocumented immigrants? Reflect on how your citizenship status shapes your perspectives on issues of borders, migration, and belonging within society.
Think about how your sexual orientation or identity influences your understanding of LGBTQ+ rights and discrimination. Reflect on personal experiences of acceptance or prejudice based on your sexuality, and consider how these experiences inform your views on equality and LGBTQ+ advocacy.
For example:
Part 2: Application of Positionality to Art Form
After articulating their positionality in written form, students will be asked to demonstrate their positionality through an art form to be shared with the class. Creativity is highly encouraged. The final art form should be directly related to the written positionality paper in Part 1. Students should be prepared to share their art form with the rest of the class.
NOTE: Students can create a separate document or file for Part 2 and attach multiple files to the assignment submission. Or the images/text and the 1 paragraph description can be attached to the paper in Part 1.
1. Students are to select one of the following options to communicate their positionality include:
Music – Make a playlist of 8-10 songs. List the name of the song, artist, and released year for each song.
Paintings or sculptures – Take a picture or screenshot and attach the image for your submission.
Collages or Posters – Take a picture or screenshot and attach the image for your submission.
Literature – Poems, short story, etc.
Videos – Download your video onto YouTube and submit the link.
If you have an idea not listed, let me know.
2. Paragraph Description:
After creating an art form, students will write a 1 paragraph written response describing why they chose this art form and how it connects to their positionality.
Why did you choose a certain song? What part of your positionality does it speak to? Does it represent a social identity of yours? Explain.
Why did you include certain colors, textures, or imagery in your art form? What part of your positionality does it speak to? Does it represent a social identity of yours? Explain.
——
APA 7 Formatting
Your citations should follow the APA 7 (American Psychological Association) formatting. You will receive credit as part of your assignment for following these instructions, and therefore any deviations will result in a deduction.
I recommend using:
Streefkerk, R. (2022, September 30). Beginner’s guide to APA in-text citation. Scribbr. https://www.scribbr.com/apa-style/in-text-citation/Links to an external site.
Streefkerk, R. (2024, January 17). APA format for academic papers and essays. Scribbr. https://www.scribbr.com/apa-style/format/Links to an external site.
In this module, you will complete the first step of your case briefing by choosing a topic case that you will analyze. As a reminder, you will be submitting your final case analysis in Module 7.
Using the research tools highlighted in this module, locate a business case resolving a legal issue related to a topic in this course, for example, how to calculate damages for breach of contract, whether a covenant not to compete is enforceable, and whether a principal is liable for the actions of an agent. The case must be recent, ideally within the past year. Please review any of the following cases as examples: Bridges,
Links to an external site.
(https://www.manatt.com/Manatt/media/Documents/Articles/Bridges-v-Houston-Methodist-Hospital-(July).pdf) Berman,
Links to an external site.
(https://law.justia.com/cases/federal/district-courts/california/candce/4:2018cv01060/322846/266/) and Angel.
Links to an external site.
(https://www.casemine.com/judgement/us/61e561af714d5896333b1be7)Submit the following items to this assignment:
• Name of the case.
• What the case is about. Your topic should be generic and be 50-10
0 words long using APA format.
•
A link to where you found this case. The link should be referenced in APA format.
◦
Please note that any information you pull directly from the case must be properly cited. Using information without citation constitutes plagiarism.
Find and read “Plato’s Rebuttal” under this week’s modules. Summarize to the best of your ability, and in your own words, the core of Plato’s argument against Divine Command Theory. Do NOT use a website here, or any other source.
Outline what YOU think of Divine Command Theory. Explain your answer as fully as possible.
The platos Rebuttual
Some claim that an understanding of right and wrong depends upon the will of God. What makes
something morally right? God promotes it. And what makes something morally wrong? God forbids it.
This is called Divine Command Theory.
This position was challenged by Plato almost five hundred years before Christ. His most well-known
refutation of this theory is found in the Euthyphro. The following is a recreation of the substance of his
argument.
Take some actions we ordinarily consider good: Bringing murderers to justice, feeding the poor…etc. A
Divine Command Theorist claims that these are good because God wills or commands them. Now, some
clarification is required: Are these actions good because God wills them? Or does God will them
because they are good? Let’s take one at a time.
1) Something is good because God wills it.
If God’s will is what makes something good, then the content of goodness must be entirely arbitrary. In
a possible world, God could have willed the rape and torture of infants, and the Divine Command
Theorist would have to accept them as good.
“Now wait a minute!” screams the Divine Command Theorist, “God would never will the rape and
torture of infants!” “But why not?” we may ask. The answer is that the rape and torture of infants is so
inherently horrible that we cannot even imagine God willing them. And right here is where Divine
Command Theory fails. For in stating that some actions are so terrible that God would never will them,
we are admitting a standard of morality independent of God!
This is a very subtle point, and the reader might benefit from considering it from another angle. So,
here it is again: The Divine Command Theorist states that God’s will is what makes something good.
Now, to refer to an action’s inherent rightness or wrongness (that saving innocent lives is always good,
or beating helpless animals is always evil) is to no longer rely upon God for our understanding of right
and wrong. This is the point.
2) God wills it because it is good.
If God wills something because it is good, then we are already conceding the goodness of something
prior to God______________