Read and comment.
http://news.bbc.co.uk/2/hi/technology/7108627.stm
Monday, November 26, 2007
Saturday, November 24, 2007
PortfolioCover Page Details
Your Name
Today’s Date
Title of Portfolio
“Article Portfolio is based upon” That Article’s date (after March 1 2007)
Area of Interaction is “Arts, Entertainment and Leisure’
Tuesday, November 20, 2007
Too Much Internet Demand
1. Look at article on Internet Demand and post comment
http://news.bbc.co.uk/2/hi/technology/7103426.stm
2. Complete all filming for movie
3. Sunday is last date to hand in portfolio for comments
Monday, November 19, 2007
Tuesday November 20
Today we will:
1. Read and Post a comment about BBC article on Amazon reader
http://news.bbc.co.uk/2/hi/technology/7101392.stm
2. Work on Portfolio or Powerpoint Presentation or Movie
1. Read and Post a comment about BBC article on Amazon reader
http://news.bbc.co.uk/2/hi/technology/7101392.stm
2. Work on Portfolio or Powerpoint Presentation or Movie
Saturday, September 8, 2007
Wednesday, May 16, 2007
Case Study 2007
GOOD LUCK
REMEMBER TO MARK YOUR ISSUES:
1) FIRST ISSUE
2) SECOND ISSUE
And skip lines between issues
If they don’t tell you how many issue to discuss ALWAYS discuss 2.
ALWAYS ALWAYS EVALUATE IF THEY ASK YOU>
IT’S WORTH AS MUCH AS THE DESCRIPTION OF THE ISSUE
AN Evaluation is simply a comparison of the the two issues and saying one is better because it’s more feasible or better for society in the long run.
Podcasting is defined in the case study as a method of publishing audio and video programs via the Internet, allowing users to subscribe to a feed of new files (usually MP3s). It became popular in late 2004, largely due to automatic downloading of audio on to portable players or personal computers.
A Podcast is simply an audio or video that has been transferred from someone else’s computer to your computer. It can also be transferred to your portable player (ipod). Most podcasts are simply received by clicking a button on the screen that sends it to your computer as a video or audio file. These files are in compressed forms that usually are called mpegs or MP3 for music
The process of creating a podcasts requires a digital camera or microphone. Some sound or video editing software. Transferring the audio or video file to a server and then using the internet to advertise and allow people to download the broadcast. The RSS feature allows individuals to click on a button and automatically subscribe so that every new version of the Podcast is ssent to you.
You can receive podcasts in two ways. You can have them come to your computer itself and will be in an application (for most people Itunes). Or the second way is to have a web based podcatcher where the podcasts are stored remotely but you can access them from any computer through the WEB.
Many people advertise their podcasts in their BLOGS or personal page on the internet that is updated regularly.
Good Examples of PODCASTS:
Education:
Grammar Girl –A weekly short lesson on English usage. Very popular.
Coffee Break Spanish: Some people from
News:
Democracy Now is an alternative news show that has a liberal point of view.
Every News Network BBC, AL Jazeera NBC CBS CNN all have very regular news podcasts
Entertainment: Many Music Podcast: Individual artists to Companies like EMI
Most radio Station have shows that are podcast
When Discussing your experiences, talk about a few of these podcasts.
You also must talk about the visit top the AL Jazera station, as a potential for storing massive amounts of video that could be used for global podcasting since they have offices in 4 countries.
In general discuss how individuals can take an alternative point of view especially in places like
I
Globalization is obviously a big issue with everyone being able to share information.
Intellectual Property rights are affected because you have to site your sources for material.
Privacy is a consideration because people can broadcast information about you more easily and you have no way to stop them.
The future of podcasting is that it is predicted to grow because more and more people are getting internet access and are interested in alternative points of view.
Here is an example of last years Paper 3 about hotel management
Answer all the questions.
N06/3/ITGSX/HP3/ENG/TZ0/XX
The following questions refer to the Dissan Hotel case study. Responses should include conclusions and
specific examples from your research and investigation into the case study.
1. Online hotel reservation systems require guests to use credit cards to pay for bookings.
(a) Identify three items of information from a credit card that are generally required by
an online hotel reservation system. [3 marks]
(b) A padlock icon is sometimes displayed at the bottom right of a web browser window
. Explain its significance. [3 marks]
(c) Explain how the Dissan Hotel can ensure that Hotel guests’ information held on its
servers is secure, even if someone gains unauthorized access to the system. [3 marks]
2. Hotels such as the Dissan are increasingly attempting to provide Internet connectivity for their guests. This can be achieved by the provision of WiFi.
(a) Define the term WiFi. [1 mark]
(b) Identify two hardware components of a WiFi system other than the user’s computing
hardware. [2 marks]
(c) Guests often experience difficulties when using WiFi in hotels. Describe two
common problems that guests may experience. [4 marks]
3. Responses to this question should include specific examples from your research and investigation into
the case study.
The following reports can be produced by a hotel management system.
• room occupancy analysis (graphical and totals)
• room service (services ordered by guests in their rooms)
• customer sources (where customers heard about the hotel)
• evening meals (if applicable)
• best customers
• Internet bookings.
(a) choose one of the reports from the list above and explain how data may be captured
for this report. [3 marks]
(b) choose any two of the reports from the list above and discuss how they could help
a hotel increase the profitability of the business. Include conclusions and specific
examples from your own research and investigations. [11 marks]
Monday, May 14, 2007
Good Security Answer for DISCUSS
Security Issue
One of the ethical issues involved in this situation is security of the information. This issue is very complex and includes how the information is stored, who has access to the information, safeguards for protecting the information from outsiders and even access to information within the organization.
All important digital information must be stored in databases that assure the information will not be lost or used for purposes that were not intended. The first measure is to have reliable computers that keep the integrity of information and that are regularly tested for accuracy. This insures that the information stored is accurate.
This information needs to be kept from outsiders who may wish to illegally acquire it. This can be achieved by having secure firewalls that individuals must pass through by proving that they have access to the information. This is achieved by passwords and biometric sign-ins. This is the first safeguard to information. Another level of protection comes through coding or encrypting the information so that even if it is acquired, it can not easily be used by the wrong persons.
Inside the organization, information is meant for some people but not all individuals. To insure this separation of authority, each individual is assigned to user groups that have different privileges. Some users can see all fields, while others can only see certain fields. An example of this would be at a bank where the teller can see balances, but an officer can see credit history.
Although security is an important issue, there are problems associated with it. Organizations must constantly update equipment, programs and procedures to insure safety. This can be very expensive and time consuming. In addition, all individuals who are responsible for security of data must be educated and trained about new threats and protective policies. Despite the disadvantages, security is of the utmost importance to any organization. If customers cannot feel that information is safeguarded they will not trust a company.
Good Privacy Answer
Privacy has become a very serious issue in the last few decades. As more and more information about individuals is digitized, there is a need to safeguard access to it. Because information is in digital form, it can be sorted and arranged very easily as well as transferred from computer to computer instantly.
Companies and governments need clear and updated policies regarding the use of databases. Individuals should have the right to know that a database exists, what types of information, and who has access to it. Individuals should also have the right to refuse the sharing of this information with others. Companies can use anonymous grouped information but not specific facts related to a person.
Companies have a responsibility to assure the accuracy of databases. The information needs to be kept up to date and uncorrupted. Safeguards must be in place to back up and check the data on a regular basis. An example of this is with credit information which can change regularly and affect individual’s finances.
Companies should also have a policy about how long information is kept. A suggested limit would be three years. After this time, a company would have to ask permission again from the individual to continue to keep and use the information. AN example of information that changes over time is internet addresses because individuals change organizations and internet service providers every few yeas.
Overall, as databases grow, the need to insure privacy grows. As computer processing speed and power increases, these databases can be put together to provide a very precise picture of an individual. A person’s name or an identification number can link a great deal of private information together that could be dangerous in the wrong hands.
Wednesday, May 9, 2007
Excellent Glossary Link
Click on this link to see glossary of technical information
http://www.amersol.edu.pe/hs/technology/itgs/GlossaryofTerms.asp
http://www.amersol.edu.pe/hs/technology/itgs/GlossaryofTerms.asp
Monday, May 7, 2007
Answering Paper 2
Again remember the principals from paper 1
If they ask to describe you must state what you are describing in a clear sentence and THEN PROCEED to state something about the technical use of the issue.
If they ask you to Explain, you must
State the issue and then a scenario or example of what you are talking about.
But When they ask you to Discuss
you must evaluate: It is best to so this by choosing some issues like
GLOBALIZATION EQUALITY OF ACCESS PRIVACY EMPLOYMENT TRAINING INTELLECTUAL PROPERTY
and then talking about examples and STAKEHOLDERS
If they don't tell you how many social or ethical issues ALWAYS WORK WITH 2(TWO) and then spend a paragraph evaluating the more important of the two
If you want the highest points you need to RAISE THE ISSUE TO A HIGHER DIMENSION by
introducing your opinion and justifying it creatively
If they ask to describe you must state what you are describing in a clear sentence and THEN PROCEED to state something about the technical use of the issue.
If they ask you to Explain, you must
State the issue and then a scenario or example of what you are talking about.
But When they ask you to Discuss
you must evaluate: It is best to so this by choosing some issues like
GLOBALIZATION EQUALITY OF ACCESS PRIVACY EMPLOYMENT TRAINING INTELLECTUAL PROPERTY
and then talking about examples and STAKEHOLDERS
If they don't tell you how many social or ethical issues ALWAYS WORK WITH 2(TWO) and then spend a paragraph evaluating the more important of the two
If you want the highest points you need to RAISE THE ISSUE TO A HIGHER DIMENSION by
introducing your opinion and justifying it creatively
Answering Paper 1
When Asked to Identify: You do not need to use complete sentences but do not use Company names:
Microsoft Word is a "word processing program"
Photoshop is an 'image processing program"
Microsoft Publisher is a "desktop publishing program"
Moviemaker is a "digital media program"
If they ask to describe you must state what you are describing in a clear sentence and THEN PROCEED to state something about the technical use of the issue.
If they ask you to Explain, you must
State the issue and then a scenario or example of what you are talking about.
Use as much space as they give you and write more if room allows lower down on paper.
Microsoft Word is a "word processing program"
Photoshop is an 'image processing program"
Microsoft Publisher is a "desktop publishing program"
Moviemaker is a "digital media program"
If they ask to describe you must state what you are describing in a clear sentence and THEN PROCEED to state something about the technical use of the issue.
If they ask you to Explain, you must
State the issue and then a scenario or example of what you are talking about.
Use as much space as they give you and write more if room allows lower down on paper.
Saturday, May 5, 2007
Training/Employment Answer
The increase in the use of this technology will inevitably lead to more employment. The history of technology companies in the last 20 years is that simple but useful applications can create thousands of jobs. Examples of this range from small companies that produce one product to larger companies such as Microsoft that employ thousands.
In addition to the increase in employment there is usually an accompanying increase in training in education for these employees which yields more employment. This need for training is usually ongoing and not a single event.
The increase in employment has positive social gains in that it attracts a more educated population to an area to fill these needs. In addition, the resulting benefits include taxable profits which can help a community. Individual employment leads to purchases within a community such as houses and automobiles which help the local economy.
A negative side of the increase in employment in one area may be a loss of employment in another area. This can be compensated for by retraining and education for those who need new jobs. The overall impact of labor changes can be positive if everyone’s concerns are taken into consideration.
To bring this discussion to a higher level it is important to understand that in the history of society no major change is reversible. We cannot go back to an agricultural society or a simple machine based economy. Once an economy moves to a higher level it must find ways to sustain itself. In the case of an information society “training for new jobs” is the most important condition. My analysis of the current situation is that those countries that have the best training approaches will have the best employment and economic conditions.
In addition to the increase in employment there is usually an accompanying increase in training in education for these employees which yields more employment. This need for training is usually ongoing and not a single event.
The increase in employment has positive social gains in that it attracts a more educated population to an area to fill these needs. In addition, the resulting benefits include taxable profits which can help a community. Individual employment leads to purchases within a community such as houses and automobiles which help the local economy.
A negative side of the increase in employment in one area may be a loss of employment in another area. This can be compensated for by retraining and education for those who need new jobs. The overall impact of labor changes can be positive if everyone’s concerns are taken into consideration.
To bring this discussion to a higher level it is important to understand that in the history of society no major change is reversible. We cannot go back to an agricultural society or a simple machine based economy. Once an economy moves to a higher level it must find ways to sustain itself. In the case of an information society “training for new jobs” is the most important condition. My analysis of the current situation is that those countries that have the best training approaches will have the best employment and economic conditions.
Friday, May 4, 2007
ITGS Abbreviations
ITGS Abbreviations
This is a list of ITGS abbreviations used in the course.
AI
Artificial intelligence
ASCII
American Standard Code for Information Exchange
ATM
Automated teller machine
CAD
Computer-aided design
CAI
Computer-aided instruction
CAL
Computer-aided learning
CD
Compact disk
CD-ROM
Compact disk read-only memory
dpi
Dots per inch
DTP
Desktop publishing
DVD
Digital versatile disk
EDI
Electronic data Interchange
EFT
Electronic funds transfer
FTP
File transfer protocol
GB
Gigabyte
GIF Graphic Interchange Format
GUI
Graphical user design
HTML Hypertext Markup Language
HTTP
Hypertext transfer protocol
IP
Internet protocol
JPEG Joint Photographic Expert Group
KB
Kilobyte
LAN
Local area network
MB
Megabyte
MHz
Megahertz
MIDI
Musical instrument digital interface
MP3
MPEG audio layer 3
OCR
Optical character recognition
OMR
Optical mark reader
PDA
Personal digital assistant
PDF
Portable document format
RAM
Random access memory
ROM
Read only memory
RTF
Rich text format
SSL
Secure socket layer
TB
Terabyte
TCP
Transmission control protocol
UPS
Uninterruptible power supply
URL
Uniform resource locator
VPN
Virtual private network
VR
Virtual reality
WAN
Wide area network
WWW
World Wide Web
This is a list of ITGS abbreviations used in the course.
AI
Artificial intelligence
ASCII
American Standard Code for Information Exchange
ATM
Automated teller machine
CAD
Computer-aided design
CAI
Computer-aided instruction
CAL
Computer-aided learning
CD
Compact disk
CD-ROM
Compact disk read-only memory
dpi
Dots per inch
DTP
Desktop publishing
DVD
Digital versatile disk
EDI
Electronic data Interchange
EFT
Electronic funds transfer
FTP
File transfer protocol
GB
Gigabyte
GIF Graphic Interchange Format
GUI
Graphical user design
HTML Hypertext Markup Language
HTTP
Hypertext transfer protocol
IP
Internet protocol
JPEG Joint Photographic Expert Group
KB
Kilobyte
LAN
Local area network
MB
Megabyte
MHz
Megahertz
MIDI
Musical instrument digital interface
MP3
MPEG audio layer 3
OCR
Optical character recognition
OMR
Optical mark reader
PDA
Personal digital assistant
Portable document format
RAM
Random access memory
ROM
Read only memory
RTF
Rich text format
SSL
Secure socket layer
TB
Terabyte
TCP
Transmission control protocol
UPS
Uninterruptible power supply
URL
Uniform resource locator
VPN
Virtual private network
VR
Virtual reality
WAN
Wide area network
WWW
World Wide Web
Section 2
TGS Section II : IT Systems in a Social Context
2.1 Basics: Hardware and Networks
2.2 Applications
2.3 Communication Systems
2.4 Integrated Systems
________________________________________
2.1 Basics: Hardware and Networks
2.1.1 Systems Fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of IT systems. These may include among others:
• health issues and ergonomics related to the use of hardware
• increase in teleworking and the virtual office,
• password protection, security, biometrics and authorized access
• the economic value of information
• greater dependence of organizations on IT
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of IT systems, the systems must have an understanding of related technological concepts. These may include among others:
• advantages and disadvantages of analogue and digital data
• key terms like data, information, and hardware.
• operating systems
• responsible computer use
• a responsible and systematic approach to implementing or upgrading IT systems
________________________________________
2.1.2 Networks
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of networks. These may include among others:
• vulnerability of networks to intrusion
• ability to filter incoming data,
• need for interface standards
• implications of network failures
• need for network use policy
• ability to filter incoming data
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of networks the student must have an understanding of related technological concepts, such as:
• e-commerce
• security measures
• types of intrusion like viruses and hacking
• encryption and SSL
• key terms like LAN and WAN.
________________________________________
2.2 Applications
2.2.1 Software Fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of software. These may include among others:
• interfaces adapted for the disabled
• bug-free software
• software piracy
• globalization of software
• use of password protection to prevent unauthorized access
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of software, the student must have an understanding of related technological concepts. These may include among others:
• key terms like software and shareware
• GUI, command-line interface, and voice recognition.
________________________________________
2.2.2 Databases and Spreadsheets
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of databases and spreadsheets. These may include among others:
• privacy of information in different cultures
• rights of individuals with respect to the storage of personal data,
• ethical issues related to the collection and use of personal data
• ethical issues related to the selling of data stored in databases.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of databases, the student must have an understanding of related technological concepts. These include:
• design and creation concepts like updating data
• storage and access concepts such as data mining and data matching
• presentation concepts such as special purpose databases in libraries or encyclopedia systems.
In order to study and evaluate the social and ethical issues involved in the use of spreadsheets, the student must have an understanding of related technological concepts. These include:
• design and creation concepts like cell, cell format
• storage and access concepts such as data transfer between a data base and a spreadsheet.
• presentation concepts like select print, use of appropriate graph or chart and special purpose spreadsheets
________________________________________
2.2.3 Word Processing and Desktop Publishing
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing (DTP), such as:
• social impacts of speech-enabled input / output
• economic effects of DTP on business
• the effects of word processing and DTP on the workplace like job loss.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing, the student must have an understanding of related technological concepts, such as:
• word processing versus page layout
• appropriate use of templates
• effective use of word processing functions
• appropriate use of fonts, white space and line spacing to create output which communicates effectively
________________________________________
2.2.4 Images, Sound and Presentations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of images, sound and presentations, These may include among others:
• multimedia, slideshows, virtual reality, games,
• copyright issues
• biased information
• reliability of data
• surveillance and privacy.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of images, sound and presentations, the student must have an understanding of related technological concepts. These include:
• design and creation concepts such as data integrity and storage
• storage, processing and access concepts such as file formats, loading time, and portability.
________________________________________
2.2.5 Modeling and Simulations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of modeling and simulations such as:
• reliability of predictions based on computer models like in global warming
• security issues involved in military simulations
• social impact of reliance on simulations to examine issues of public policy
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of modeling and simulations, the student must have an understanding of related technological concepts, such as:
• key terms like model and simulation
• faulty or hidden assumptions
• processing power needed to create complex models
• visualization of information
• correspondence of the model with reality
________________________________________
2.2.6 Tutorials, Training and Wizards (Assistants)
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of tutorials, training, and wizards, such as:
• balance in responsibility between an individual and an organization for training
• the need for IT companies to consider global and cultural diversity when preparing training and tutorial software
• the requirement of organizations to provide training when implementing change
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of tutorials, training, and wizards, the student must have an understanding of related technological concepts, such as:
• key terms such as tutorial software, training software, wizards and assistants
• using wizards, assistants and online assistants and web sites.
________________________________________
2.3 Communication Systems
2.3.1 The Internet
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of the Internet, such as:
• ethical considerations relating to the use of encryption and, to workplace monitoring
• social impact of global viruses and dependence on the Internet
• reliability of the information
• etiquette rules for appropriate behavior when using the Internet
• ethical considerations relating to workplace monitoring
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of Internet the student must have an understanding of related technological concepts, such as:
• e-mail
• viruses
• global databases
• encryption methods
• features of a web page
• the limiting effect of bandwidth
• means for blocking access to information
________________________________________
2.3.2 Personal and Public Communications
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of personal and public communications, such as:
• social effects of telecommuting
• effect on the environment of personal communication devices
• social effects of telecommuniting
• social effects of widespread use of teleconferencing and video conferencing
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of personal and public communications, the student must have an understanding of related technological concepts, such as:
• face-to-face communication versus via technology
• mobile phones and associated services and uses
• personal mobile devices such as laptops and PDA
• key terms
• undetected intrusions into IT systems
top
________________________________________
2.4 Integrated Systems
2.4.1 Robotics
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of robotics, such as:
• social and economic effects of replacing people with robots in the work place
• ethical decisions regarding the use of robots in situations that endanger human beings
• social impact of human interaction with robots
• reliability of robotic devices
• social impact and ethical considerations regarding the use of robotics in medicine
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use robotics, the student must have an understanding of related technological concepts, such as:
• key terms
• why robots don't have android human-like forms
• processing power in relation to the capabilities and limitations of robots
• the capabilities and limitations of robots with respect to vision, touch, sound and movement
________________________________________
2.4.2 Artificial Intelligence and Expert Systems
Social and Ethical Issues
Students must study and evaluate the social and ethical issues involved in the use of artificial intelligence and expert systems, such as:
• implications of creative production by computers using AI
• responsibility for the performance of an expert system
• social impact of using smart machines in every day life
• responsibility for the performance of an expert system
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of artificial intelligence and expert systems, the student must have an understanding of related technological concepts, such as:
• key terms
• storage requirements for AI
• processing requirements for AI
• collection / creation of a knowledge base
• storage requirements for common-sense knowledge
• identifying domains that are suitable for expert systems
2.1 Basics: Hardware and Networks
2.2 Applications
2.3 Communication Systems
2.4 Integrated Systems
________________________________________
2.1 Basics: Hardware and Networks
2.1.1 Systems Fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of IT systems. These may include among others:
• health issues and ergonomics related to the use of hardware
• increase in teleworking and the virtual office,
• password protection, security, biometrics and authorized access
• the economic value of information
• greater dependence of organizations on IT
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of IT systems, the systems must have an understanding of related technological concepts. These may include among others:
• advantages and disadvantages of analogue and digital data
• key terms like data, information, and hardware.
• operating systems
• responsible computer use
• a responsible and systematic approach to implementing or upgrading IT systems
________________________________________
2.1.2 Networks
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of networks. These may include among others:
• vulnerability of networks to intrusion
• ability to filter incoming data,
• need for interface standards
• implications of network failures
• need for network use policy
• ability to filter incoming data
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of networks the student must have an understanding of related technological concepts, such as:
• e-commerce
• security measures
• types of intrusion like viruses and hacking
• encryption and SSL
• key terms like LAN and WAN.
________________________________________
2.2 Applications
2.2.1 Software Fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of software. These may include among others:
• interfaces adapted for the disabled
• bug-free software
• software piracy
• globalization of software
• use of password protection to prevent unauthorized access
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of software, the student must have an understanding of related technological concepts. These may include among others:
• key terms like software and shareware
• GUI, command-line interface, and voice recognition.
________________________________________
2.2.2 Databases and Spreadsheets
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of databases and spreadsheets. These may include among others:
• privacy of information in different cultures
• rights of individuals with respect to the storage of personal data,
• ethical issues related to the collection and use of personal data
• ethical issues related to the selling of data stored in databases.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of databases, the student must have an understanding of related technological concepts. These include:
• design and creation concepts like updating data
• storage and access concepts such as data mining and data matching
• presentation concepts such as special purpose databases in libraries or encyclopedia systems.
In order to study and evaluate the social and ethical issues involved in the use of spreadsheets, the student must have an understanding of related technological concepts. These include:
• design and creation concepts like cell, cell format
• storage and access concepts such as data transfer between a data base and a spreadsheet.
• presentation concepts like select print, use of appropriate graph or chart and special purpose spreadsheets
________________________________________
2.2.3 Word Processing and Desktop Publishing
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing (DTP), such as:
• social impacts of speech-enabled input / output
• economic effects of DTP on business
• the effects of word processing and DTP on the workplace like job loss.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing, the student must have an understanding of related technological concepts, such as:
• word processing versus page layout
• appropriate use of templates
• effective use of word processing functions
• appropriate use of fonts, white space and line spacing to create output which communicates effectively
________________________________________
2.2.4 Images, Sound and Presentations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of images, sound and presentations, These may include among others:
• multimedia, slideshows, virtual reality, games,
• copyright issues
• biased information
• reliability of data
• surveillance and privacy.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of images, sound and presentations, the student must have an understanding of related technological concepts. These include:
• design and creation concepts such as data integrity and storage
• storage, processing and access concepts such as file formats, loading time, and portability.
________________________________________
2.2.5 Modeling and Simulations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of modeling and simulations such as:
• reliability of predictions based on computer models like in global warming
• security issues involved in military simulations
• social impact of reliance on simulations to examine issues of public policy
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of modeling and simulations, the student must have an understanding of related technological concepts, such as:
• key terms like model and simulation
• faulty or hidden assumptions
• processing power needed to create complex models
• visualization of information
• correspondence of the model with reality
________________________________________
2.2.6 Tutorials, Training and Wizards (Assistants)
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of tutorials, training, and wizards, such as:
• balance in responsibility between an individual and an organization for training
• the need for IT companies to consider global and cultural diversity when preparing training and tutorial software
• the requirement of organizations to provide training when implementing change
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of tutorials, training, and wizards, the student must have an understanding of related technological concepts, such as:
• key terms such as tutorial software, training software, wizards and assistants
• using wizards, assistants and online assistants and web sites.
________________________________________
2.3 Communication Systems
2.3.1 The Internet
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of the Internet, such as:
• ethical considerations relating to the use of encryption and, to workplace monitoring
• social impact of global viruses and dependence on the Internet
• reliability of the information
• etiquette rules for appropriate behavior when using the Internet
• ethical considerations relating to workplace monitoring
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of Internet the student must have an understanding of related technological concepts, such as:
• viruses
• global databases
• encryption methods
• features of a web page
• the limiting effect of bandwidth
• means for blocking access to information
________________________________________
2.3.2 Personal and Public Communications
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of personal and public communications, such as:
• social effects of telecommuting
• effect on the environment of personal communication devices
• social effects of telecommuniting
• social effects of widespread use of teleconferencing and video conferencing
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of personal and public communications, the student must have an understanding of related technological concepts, such as:
• face-to-face communication versus via technology
• mobile phones and associated services and uses
• personal mobile devices such as laptops and PDA
• key terms
• undetected intrusions into IT systems
top
________________________________________
2.4 Integrated Systems
2.4.1 Robotics
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of robotics, such as:
• social and economic effects of replacing people with robots in the work place
• ethical decisions regarding the use of robots in situations that endanger human beings
• social impact of human interaction with robots
• reliability of robotic devices
• social impact and ethical considerations regarding the use of robotics in medicine
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use robotics, the student must have an understanding of related technological concepts, such as:
• key terms
• why robots don't have android human-like forms
• processing power in relation to the capabilities and limitations of robots
• the capabilities and limitations of robots with respect to vision, touch, sound and movement
________________________________________
2.4.2 Artificial Intelligence and Expert Systems
Social and Ethical Issues
Students must study and evaluate the social and ethical issues involved in the use of artificial intelligence and expert systems, such as:
• implications of creative production by computers using AI
• responsibility for the performance of an expert system
• social impact of using smart machines in every day life
• responsibility for the performance of an expert system
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of artificial intelligence and expert systems, the student must have an understanding of related technological concepts, such as:
• key terms
• storage requirements for AI
• processing requirements for AI
• collection / creation of a knowledge base
• storage requirements for common-sense knowledge
• identifying domains that are suitable for expert systems
Wednesday, May 2, 2007
Syllabus
The syllabus contains all the material needed to unserstand the course. The important pafges are included here.
Section 1: social and ethical issues
The widespread use of IT raises questions about social and ethical issues that shape the world today. Students should become familiar with all the social and ethical issues described in this section. Teachers should introduce the social and ethical issues as appropriate using the integrated approach illustrated in the diagram at the beginning of the syllabus details. In this way students can examine social and ethical issues that are raised when IT systems are used in a range of areas. The use of IT is likely to bring both advantages and disadvantages, both costs and benefits, and students should study the impact of IT in a critical way. It is important that examples are drawn from the local, national and global level.
1.1 Reliability
Reliability refers to the operation of hardware, the design of software, the accuracy of data or the correspondence of data with the real world. Data may be unreliable if it is entered incorrectly or if it becomes outdated. For example, a medical record that becomes dissociated from the patient it refers to becomes unreliable. The reliability of machines, software and data determines our confidence in their value.
1.2 Integrity
Integrity refers to correspondence of data with itself, at its creation. Data lacks integrity when it has been changed accidentally or tampered with. For example, a hacker might change driver licence data resulting in arrests of innocent people.
1.3 Security
Security refers to the protection of hardware, software, machines and networks from unauthorized access, alteration or destruction. Security measures include restricted access to machines and networks and encryption of information. The degree of security of information systems determines society’s confidence in the information contained in the systems.
1.4 Privacy and anonymity
Privacy is the ability of individuals and groups to determine for themselves when, how and to what extent information about themselves is shared with others. At its extreme, privacy becomes anonymity, which might be called for in some contexts but is dangerous in others. For example, discussion of a delicate subject might require anonymity, or at least privacy. On the other hand, anonymity could also conceal the perpetrators of criminal, terrorist or computer hacking acts.
1.5 Authenticity
Authenticity means establishing the user’s identity beyond reasonable doubt. Authenticating the user is crucial in many situations, particularly in business and legal matters. A simple example of authentication is user login onto a network. A more advanced example would be the use of encrypted digital signatures in a business transaction.
1.6 Intellectual property
Intellectual property includes ideas, discoveries, writings, works of art, software, collections and presentations of data. Copyrights, trademarks and patents legally protect intellectual property, but easy and accurate duplication methods made available by IT can undermine such protections. On the other hand, the same methods create opportunity for inexpensive dissemination of information.
1.7 Equality of access
IT has the potential to offer universal access to information, regardless of distance, age, race, gender or other personal characteristics. However, the above characteristics, and cost, can also bar individuals or groups from access. For example, while telelearning brings previously unavailable opportunities to everyone’s doorstep, the cost of hardware, software or course fees might place the learning beyond the reach of an average person.
1.8 Control
As an instrument of control, IT improves reliability, accuracy and speed of systems. However, it can also be used to control people. An automatic aircraft landing system provides an example of increased reliability resulting from IT control. Employer surveillance of employees represents a new kind of control imposed on people.
1.9 Globalization and cultural diversity
Globalization means the diminishing importance of geographic, political, economic and cultural boundaries. IT has played a major role in reducing these boundaries. For example, any dramatic event anywhere in the world can be broadcast almost instantly by television or on the Internet. However, there is a fear that easier communication can become a source of cultural homogeneity. The new global village provides a worldwide cultural awareness, but may lead to less diversity.
1.10 Policies and standards
Policies are enforceable measures intended to promote appropriate use. They can be developed by governments, businesses, and private groups or individuals. They normally consist of rules governing access to, or use of, information, hardware and software. For example, a national policy on IT security would need to define what constitutes unlawful access to networks and how to treat transgression. Policies also affect the exchange of information, for example, by making it subject to copyright laws. In general, policies can promote or restrict access, modify behaviour or require the fulfillment of certain conditions prior to or during use.
Standards are social or technical rules and conventions that enable compatibility and therefore facilitate communication or interoperability between different IT systems and their components. They might govern the design and use of hardware, software and information. For example, communication protocols used on the Internet, the ASCII representation for characters, or the design of the printer port on a personal computer are all governed by standards.
1.11 People and machines
The interaction of humans with IT hardware raises all the issues encountered in this section, as well as additional ones such as the following.
• Who controls the design of technology and the pace of its introduction?
• How safe and effective is the design?
• Is technology going to extend human faculties and make work easier and more pleasant, or are machines going to displace humans and lead to mass unemployment?
• Is technology used appropriately, or should a better, possibly non-technological alternative be found?
• Which areas of human endeavour are best served by IT systems?
• Which social and ethical issues arise from a comparison of people and machines in the following areas: stamina, memory, accuracy, speed, analysis, synthesis, judgment, innovation, creativity?
Section 2: IT systems in a social context
In this section neither the social and ethical issues nor the technological concepts listed under knowledge of technology are exhaustive nor is the study of all of them compulsory. They are given as examples only.
Teachers should make a judgment on the level of detail and depth of study that is required to enable students to understand the social and ethical issues that arise in the areas of impact because of the use of information technology.
New technological developments during the lifetime of this syllabus will raise new social and ethical issues that will affect the areas of impact. Teachers should introduce these technological developments and related issues into the course as appropriate, using the integrated approach illustrated in the diagram at the beginning of the syllabus details.
2.1 Basics: hardware and networks
2.1.1 Systems fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of IT systems. These may include:
• the economic value of information
• environmental issues related to the production of computer components and supplies
• environmental issues related to the disposal of obsolete hardware and computer supplies
• health issues and ergonomics related to the use of hardware
• password protection, security, biometrics and authorized access
• issues related to viruses on both stand-alone and network systems
• greater dependence of organizations on IT
• increase in teleworking and the virtual office
• the need for ongoing training and retraining
• the economic and psychological implications of planned IT obsolescence in hardware, software and services, which has been forced on consumers by the IT industry
• organizational policies and standards, for example, e-mail, surveillance and monitoring policies.
© International Baccalaureate Organization 2006 13
Syllabus details
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of IT systems, the student must have an understanding of related technological concepts. These may include:
• key terms—data, information, hardware components, for example, input devices, output devices, processing, storage, memory (RAM, ROM), MHz, dpi, bit, KB, MB, GB, TB, ASCII, compatibility, OCR, OMR, bar code, baud, verification and validation, encryption/decryption, firewall, virus, Trojan horse, worm, logic bomb, platform, peripheral
• use, advantages and disadvantages of analogue and digital data
• operating systems (multitasking, boot) and utilities, for example, defragment, disk format, virus scan programs
• responsible computer use (for example, regular back-ups, virus checking, security, storage, housekeeping)
• a responsible and systematic approach to implementing or upgrading IT systems, for example, analysis, design, implementation, testing, evaluation, training, policies and standards.
2.1.2 Networks
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of networks. These may include:
• vulnerability of networks to intrusion
• ability to implement different levels of access
• implications of network failure, for example, banks, transportation, hospitals, schools
• implications of collaboration, groupware and data sharing
• threat of compromising data integrity in shared databases
• additional threats to privacy on a network compared with stand-alone computers
• the need to authenticate information
• intellectual property protection on networks, for example, site licences, file access
• equality of access for different groups and individuals
• ability to monitor users (surveillance); concerns of people regarding monitoring
• ability to filter incoming data
• ability to control personal, business, military, government operations over a wide geographical area
• increased globalization, for example, EFT, EDI, e-commerce
• need for interface standards
• need for network use policy.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of networks the student must have an understanding of related technological concepts. These may include:
• key terms—LAN, WAN, client, server, Ethernet, access, access permissions, login, password, firewall, sysadmin, UPS, EDI
• types of intrusion, for example, viruses, hacking, phreaking
• security measures
• network types, for example, Intranet, Internet, VPN
• encryption and SSL
• e-commerce.
2.2 Applications
2.2.1 Software fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of software. These may include:
• bug-free software
• software piracy
• interfaces adapted for the disabled
• language independence of GUIs, making computers accessible to a very wide range of users, including those with special needs, and very small children
• use of password protection to prevent unauthorized access
• globalization of software.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of software, the student must have an understanding of related technological concepts. These may include:
• key terms—software (application), shareware, public domain, freeware, commercial software, integrated software, user manual, registration card, serial number, warranty, copyright, licence
(multi-user, single user, site licence), compression/decompression, back-up, back door (trapdoor), upload/download, wizard, template
• GUI, command-line interface, voice recognition.
2.2.2 Databases and spreadsheets
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of databases and spreadsheets. These may include:
• privacy of information in different cultures
• rights of individuals with respect to the storage of personal data
• social consequences of outdated or incorrect data stored in databases
• social consequences of the release of sensitive data stored in databases
• legislation on access and use of database information in different countries
• responsibility for the security of data stored in databases from different perspectives, for example, the developer, the user and the management of an organization
• accountability for the negative social effects caused by insecure databases
• ethical issues related to the collection and use of personal data
• ethical issues related to the selling of data stored in databases.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of databases, the student must have an understanding of related technological concepts. These may include the following.
Design and creation concepts
• Key terms—field, key field, record, search, query, sort, database management system, mail merge
• Flat-file database versus relational database
• Paper files versus electronic files
• Data redundancy and data integrity
• Updating data
Storage and access concepts
• Data transfer between a database and a spreadsheet
• Search and the use of the Boolean operators (AND, OR and NOT)
• Data mining/data matching
Presentation concepts
• Report generation
• Special-purpose databases, for example, personal information managers, encyclopedias, library systems
In order to study and evaluate the social and ethical issues involved in the use of spreadsheets, the student must have an understanding of related technological concepts. These may include the following.
Design and creation concepts
• Key terms—cell, cell format (number, text, value, function, calculation, date, currency), row, column, label, macro, replicate, template, worksheet, “what if” questions, range, absolute and relative reference
• Paper files versus electronic files
• Reliability and integrity of data
Storage and access concepts
• Data transfer between a database and a spreadsheet
Presentation concepts
• Select, print and display area of a worksheet
• Use of the appropriate graph or chart for the meaningful representation of information
• Special-purpose spreadsheets, for example, inventory, budget
2.2.3 Word processing and desktop publishing
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing (DTP). These may include:
• effects of DTP on the right to publish, for example, freedom of the press, free exchange of ideas
• economic effects of DTP on business
• intellectual property issues associated with reproduction and/or transformation of digitized text
• effects of word processing and DTP on the workplace, for example, job loss, deskilling, surveillance
• ergonomics/health impacts of word processing and DTP in the workplace
• social impact of speech-enabled input/output.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing, the student must have an understanding of related technological concepts. These may include:
• key terms—formatting, template, spell check, grammar check, ASCII/unicode, PDF, RTF, text
• word processing versus page layout
• appropriate use of templates
• effective use of word processing functions to streamline production of documents
• use of appropriate fonts, white space and line spacing to create output that communicates effectively.
2.2.4 Images, sound and presentations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of images, sound and presentations, for example, multimedia, slideshows, virtual reality, games. These may include:
• intellectual property relating to the copying and modifying of text, images, sound and video (fair use policies)
• copyright issues
• printed versus electronically published information
• health issues related to virtual reality
• multimedia solutions for disabled persons
• multilingual selection possibilities of CD-ROMs and DVD
• surveillance and privacy
• global access to information available on CD-ROMs versus Internet
• use of virtual actors in films
• biased information
• reliability of data
• social and ethical issues related to games.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of images, sound and presentations, the student must have an understanding of related technological concepts. These may include the following.
Design and creation concepts
• Key terms—animation, bit-map versus vector graphics, object-oriented, clip art, CAD, hypermedia, hypertext, pixel, resolution, MP3, MIDI, morph
• Data integrity
• Consistency in design elements
• Use of appropriate fonts, sound, images, video to convey a specific message
Storage, processing and access concepts
• File formats, for example, storage requirements, loading time, portability
• Sound, image and video capture and editing
• Updating and combining sounds or images at a later point in time to create a new work of art
2.2.5 Modelling and simulations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of modelling and simulations. These may include:
• reliability of predictions based on computer models, for example, weather, global warming
• economic effects of the use of models to design and test new products
• security issues involved in military simulations
• social impact of reliance on simulations to examine issues of public policy
• responsibility of the designer for accuracy of assumptions underlying the model
• ethical considerations involved in deciding when to use models or simulations to ensure human safety.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of modelling and simulations, the student must have an understanding of related technological concepts. These may include:
• key terms—model, simulation, feedback loop
• faulty or hidden assumptions
• extent and effect of the simplification of reality
• extent to which the phenomenon being modelled is understood
• processing power needed to create complex models
• visualization of information
• correspondence of the model with reality.
2.2.6 Tutorials, training and wizards (assistants)
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of tutorials, training and wizards. These may include:
• the balance in responsibility between an individual and an organization for training
• the need for IT companies to consider global and cultural diversity when preparing training and tutorial software
• the requirement of organizations to provide training when implementing change.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of tutorials, training and wizards, the student must have an understanding of related technological concepts. These may include:
• key terms—tutorial software, training software, wizards and assistants, help menu and help features,
“Read Me” files
• using wizards, assistants and online assistants in the design and creation of a product, for example, desktop-published documents, slideshows, web sites.
2.3 Communication systems
2.3.1 The Internet
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of the Internet. These may include:
• reliability and authenticity of information
• social consequences of addiction to the Internet
• social impact of global viruses
• social impact of dependence on the Internet
• etiquette rules for appropriate behaviour when using the Internet
• social impact of the domination of English as the main web language
• social impact of theft of identity through the Internet
• social impact of open access to unsuitable material on the Internet
• ethical issues related to misuse of the Internet, for example, spamming
• ethical considerations of IT-rich versus IT-poor nations as a result of differing access
• ethical considerations relating to the use of encryption
• ethical considerations relating to workplace monitoring.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of the Internet, the student must have an understanding of related technological concepts. These may include:
• key terms—Internet protocols, for example, HTTP, FTP, TCP/IP, cookies, listserv, web cam, Internet languages, netiquette, Intranet, URL, hyperlink, bandwidth, WWW, browser, search engine, e-mail
• means for blocking access to information
• features of a web browser
• comparison of Internet and Intranet
• encryption methods
• the limiting effect of bandwidth
• e-mail
• viruses
• features of a web page
• global databases
• online services, e-commerce, banking, health, libraries
• use of appropriate search engines.
2.3.2 Personal and public communications
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of personal and public communications. These may include:
• the psychological consequences of people being in permanent contact
• ethical considerations of control as the result of using communications technologies
• social impact on health of the use of mobile devices
• effect on personal productivity of personal communications devices
• effect on the environment of personal communications devices
• social effects of telecommuting
• social effects of the widespread use of teleconferencing and videoconferencing
• social and environmental impact and ethical considerations of telecommuting
• social impact and ethical considerations of: distance learning, digital entertainment, global media and public information systems.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of personal and public communications, the student must have an understanding of related technological concepts. These may include:
• key terms—convergence, teleconferencing, videoconferencing, telecommuting, digital television, push–pull technologies
• mobile phone and associated services and uses
• digital entertainment versus live entertainment
• contents of digital entertainment, for example, violence, pornography and realism
• features of telecommuting, for example, environmental aspects, flexibility, productivity, business and social relationships
• face-to-face communications versus communications via technology
• minimum requirements to enable realistic teleconferencing and videoconferencing
• undetected intrusions into IT systems, for example, phone tapping
• personal mobile devices, for example, PDA, laptop
• emerging technologies as the result of convergence of computers and communications technology
• public information systems, for example, traffic control, security camera systems, public transfer information systems.
2.4 Integrated systems
2.4.1 Robotics
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of robotics. These may include:
• social and economic effects of replacing people with robots in the workplace
• ethical decisions regarding the use of robots in situations that might endanger human beings
• social impact of human interaction with robots, for example, artificial pets, robots for the disabled and elderly
• social impact and ethical considerations regarding the use of robotics in medicine, for example, robotic surgery, computer-controlled prostheses
• reliability of robotic devices, particularly in life-threatening situations.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of robotics, the student must have an understanding of related technological concepts. These may include:
• key terms—robot, android, cyborg, sensors
• determining situations in which it is more appropriate to use a robot than a human being
• types of input/output peripherals used in various situations, for example, arms, fingers, voice, wheels
• reasons why robots are/are not designed as androids with human-like form
• the capabilities and limitations of robots with respect to vision, touch, sound and movement
• processing power in relation to the capabilities and limitations of robots.
2.4.2 Artificial intelligence and expert systems
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of artificial intelligence
(AI) and expert systems. These may include:
• responsibility for the performance of an expert system—knowledge engineer, informant, programmer, company that sold it, the buyer/consumer
• value of the development of AI as a field, for example, whether it is an appropriate place to put economic resources
• ethical issues of various applications of AI, for example, replacement of human workers, handing decision-making tasks to a computer
• social impact of the use of “smart” machines on everyday life
• ethical issues related to military applications of AI, for example, smart weapons, reconnaissance, decision making
• implications of creative production by computers using AI, for example, Aaron, an expert system, creates visual art
• access to the knowledge base underlying an inference engine in an expert system, for example, whether people affected by decisions made using an expert system should have access to the rules by which the decision was made.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of AI and expert systems, the student must have an understanding of related technological concepts. These may include:
• key terms—AI, Turing test, parallel processing, machine learning, natural language, common-sense knowledge, agent, pattern recognition, expert system, knowledge base, inference engine, heuristics, fuzzy logic, knowledge engineer, domain
• storage requirements for common-sense knowledge
• processing requirements for AI
• collection/creation of a knowledge base
• creation of an inference engine (for example, if/then rules, fuzzy logic)
• identifying domains that are suitable for expert systems.
Section 3: areas of impact
Students at SL are required to study part A and a minimum of two other areas of impact chosen from part B. Students at HL are required to study all six areas of impact.
The use of real-life situations based on current issues is recommended as an appropriate vehicle for the study of the areas of impact. The topics given under each area are provided as examples only. Teachers should use any relevant topics that integrate the areas of impact with social and ethical issues (section 1) and IT systems in a social context (section 2) as illustrated in the diagram at the beginning of the syllabus details. It is important that examples are drawn from the local, national and global level.
Part A
The study of this area of impact is compulsory for all students.
3.1 Business and employment
• Transportation: reservation systems, luggage processing, navigation, scheduling and distribution, traffic simulation, smart roads and cars, fuel efficiency and traffic safety systems
• Employment: electronic employee monitoring, telecommuting, ergonomics and health, job obsolescence and retraining, online job search, employee surveillance
• Banking and finance: EFT, ATMs, Internet banking and brokerage, electronic cash, insurance
• International commerce: management of transnational corporations, business concentration
• E-commerce: teleshopping, online marketing, data mining, spyware
• Retailing, advertising, media
Part B
Students at SL are required to study a minimum of two of the following areas of impact. Students at HL
are required to study all five of the following areas of impact.
3.2 Education
• Telelearning: isolated and remote areas; use in hospitals, prisons, retirement homes
• Modification of hardware and software for special needs: voice recognition software, text-to-speech, special input and output devices, Internet resources
• Software in the classroom: science experiments, social studies modelling and simulation, instructional tools and media, computer-aided instruction, computer-aided learning
• School library systems: catalogues, security systems, online research
• Hardware in the classroom: laptops, notebooks, teleconferencing
• Software in school administration: record keeping, scheduling, Intranets, public information
• Training, tutorials, simulators
3.3 Health
• Telemedicine: service delivery to isolated and remote areas
• Electronic health records: privacy, data analysis, public health
• Diagnostic and therapeutic tools: robotic surgery, prosthetic devices, diagnostic software, drug development and marketing
• Medical advice on the Internet or a CD-ROM
• Monitoring patients
• IT solutions for disabled people
3.4 Arts, entertainment and leisure
• Digital art: electronic music, interactive visual art, desktop publishing
• Film: digital actor simulations, characters and animation
• Live arts: digital effects, choreography, lighting, marketing
• New media: DVD, CD, VR, stereolithography
• Broadcast media: digital radio and television, electronic news, magazines and books
• Toys and games: CD or online games, online gambling
3.5 Science and the environment
• Modelling and simulation: digital experimentation, demographic and environmental simulation
• Visualization: mapping
• Data search, collection, processing and analysis
• Forecasting
• Data logging
3.6 Politics and government
• Political process: voting and elections, lobbying, open government and free movement of information
• Government administration: record keeping, tax collection, policy implementation
• Legislation: policy development, enactment, enforcement and analysis
• Police: DNA data collection, video surveillance
• Military: cyberwarfare, smart weapons development, espionage
• Rebel and terrorist use of IT
Section 1: social and ethical issues
The widespread use of IT raises questions about social and ethical issues that shape the world today. Students should become familiar with all the social and ethical issues described in this section. Teachers should introduce the social and ethical issues as appropriate using the integrated approach illustrated in the diagram at the beginning of the syllabus details. In this way students can examine social and ethical issues that are raised when IT systems are used in a range of areas. The use of IT is likely to bring both advantages and disadvantages, both costs and benefits, and students should study the impact of IT in a critical way. It is important that examples are drawn from the local, national and global level.
1.1 Reliability
Reliability refers to the operation of hardware, the design of software, the accuracy of data or the correspondence of data with the real world. Data may be unreliable if it is entered incorrectly or if it becomes outdated. For example, a medical record that becomes dissociated from the patient it refers to becomes unreliable. The reliability of machines, software and data determines our confidence in their value.
1.2 Integrity
Integrity refers to correspondence of data with itself, at its creation. Data lacks integrity when it has been changed accidentally or tampered with. For example, a hacker might change driver licence data resulting in arrests of innocent people.
1.3 Security
Security refers to the protection of hardware, software, machines and networks from unauthorized access, alteration or destruction. Security measures include restricted access to machines and networks and encryption of information. The degree of security of information systems determines society’s confidence in the information contained in the systems.
1.4 Privacy and anonymity
Privacy is the ability of individuals and groups to determine for themselves when, how and to what extent information about themselves is shared with others. At its extreme, privacy becomes anonymity, which might be called for in some contexts but is dangerous in others. For example, discussion of a delicate subject might require anonymity, or at least privacy. On the other hand, anonymity could also conceal the perpetrators of criminal, terrorist or computer hacking acts.
1.5 Authenticity
Authenticity means establishing the user’s identity beyond reasonable doubt. Authenticating the user is crucial in many situations, particularly in business and legal matters. A simple example of authentication is user login onto a network. A more advanced example would be the use of encrypted digital signatures in a business transaction.
1.6 Intellectual property
Intellectual property includes ideas, discoveries, writings, works of art, software, collections and presentations of data. Copyrights, trademarks and patents legally protect intellectual property, but easy and accurate duplication methods made available by IT can undermine such protections. On the other hand, the same methods create opportunity for inexpensive dissemination of information.
1.7 Equality of access
IT has the potential to offer universal access to information, regardless of distance, age, race, gender or other personal characteristics. However, the above characteristics, and cost, can also bar individuals or groups from access. For example, while telelearning brings previously unavailable opportunities to everyone’s doorstep, the cost of hardware, software or course fees might place the learning beyond the reach of an average person.
1.8 Control
As an instrument of control, IT improves reliability, accuracy and speed of systems. However, it can also be used to control people. An automatic aircraft landing system provides an example of increased reliability resulting from IT control. Employer surveillance of employees represents a new kind of control imposed on people.
1.9 Globalization and cultural diversity
Globalization means the diminishing importance of geographic, political, economic and cultural boundaries. IT has played a major role in reducing these boundaries. For example, any dramatic event anywhere in the world can be broadcast almost instantly by television or on the Internet. However, there is a fear that easier communication can become a source of cultural homogeneity. The new global village provides a worldwide cultural awareness, but may lead to less diversity.
1.10 Policies and standards
Policies are enforceable measures intended to promote appropriate use. They can be developed by governments, businesses, and private groups or individuals. They normally consist of rules governing access to, or use of, information, hardware and software. For example, a national policy on IT security would need to define what constitutes unlawful access to networks and how to treat transgression. Policies also affect the exchange of information, for example, by making it subject to copyright laws. In general, policies can promote or restrict access, modify behaviour or require the fulfillment of certain conditions prior to or during use.
Standards are social or technical rules and conventions that enable compatibility and therefore facilitate communication or interoperability between different IT systems and their components. They might govern the design and use of hardware, software and information. For example, communication protocols used on the Internet, the ASCII representation for characters, or the design of the printer port on a personal computer are all governed by standards.
1.11 People and machines
The interaction of humans with IT hardware raises all the issues encountered in this section, as well as additional ones such as the following.
• Who controls the design of technology and the pace of its introduction?
• How safe and effective is the design?
• Is technology going to extend human faculties and make work easier and more pleasant, or are machines going to displace humans and lead to mass unemployment?
• Is technology used appropriately, or should a better, possibly non-technological alternative be found?
• Which areas of human endeavour are best served by IT systems?
• Which social and ethical issues arise from a comparison of people and machines in the following areas: stamina, memory, accuracy, speed, analysis, synthesis, judgment, innovation, creativity?
Section 2: IT systems in a social context
In this section neither the social and ethical issues nor the technological concepts listed under knowledge of technology are exhaustive nor is the study of all of them compulsory. They are given as examples only.
Teachers should make a judgment on the level of detail and depth of study that is required to enable students to understand the social and ethical issues that arise in the areas of impact because of the use of information technology.
New technological developments during the lifetime of this syllabus will raise new social and ethical issues that will affect the areas of impact. Teachers should introduce these technological developments and related issues into the course as appropriate, using the integrated approach illustrated in the diagram at the beginning of the syllabus details.
2.1 Basics: hardware and networks
2.1.1 Systems fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of IT systems. These may include:
• the economic value of information
• environmental issues related to the production of computer components and supplies
• environmental issues related to the disposal of obsolete hardware and computer supplies
• health issues and ergonomics related to the use of hardware
• password protection, security, biometrics and authorized access
• issues related to viruses on both stand-alone and network systems
• greater dependence of organizations on IT
• increase in teleworking and the virtual office
• the need for ongoing training and retraining
• the economic and psychological implications of planned IT obsolescence in hardware, software and services, which has been forced on consumers by the IT industry
• organizational policies and standards, for example, e-mail, surveillance and monitoring policies.
© International Baccalaureate Organization 2006 13
Syllabus details
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of IT systems, the student must have an understanding of related technological concepts. These may include:
• key terms—data, information, hardware components, for example, input devices, output devices, processing, storage, memory (RAM, ROM), MHz, dpi, bit, KB, MB, GB, TB, ASCII, compatibility, OCR, OMR, bar code, baud, verification and validation, encryption/decryption, firewall, virus, Trojan horse, worm, logic bomb, platform, peripheral
• use, advantages and disadvantages of analogue and digital data
• operating systems (multitasking, boot) and utilities, for example, defragment, disk format, virus scan programs
• responsible computer use (for example, regular back-ups, virus checking, security, storage, housekeeping)
• a responsible and systematic approach to implementing or upgrading IT systems, for example, analysis, design, implementation, testing, evaluation, training, policies and standards.
2.1.2 Networks
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of networks. These may include:
• vulnerability of networks to intrusion
• ability to implement different levels of access
• implications of network failure, for example, banks, transportation, hospitals, schools
• implications of collaboration, groupware and data sharing
• threat of compromising data integrity in shared databases
• additional threats to privacy on a network compared with stand-alone computers
• the need to authenticate information
• intellectual property protection on networks, for example, site licences, file access
• equality of access for different groups and individuals
• ability to monitor users (surveillance); concerns of people regarding monitoring
• ability to filter incoming data
• ability to control personal, business, military, government operations over a wide geographical area
• increased globalization, for example, EFT, EDI, e-commerce
• need for interface standards
• need for network use policy.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of networks the student must have an understanding of related technological concepts. These may include:
• key terms—LAN, WAN, client, server, Ethernet, access, access permissions, login, password, firewall, sysadmin, UPS, EDI
• types of intrusion, for example, viruses, hacking, phreaking
• security measures
• network types, for example, Intranet, Internet, VPN
• encryption and SSL
• e-commerce.
2.2 Applications
2.2.1 Software fundamentals
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of software. These may include:
• bug-free software
• software piracy
• interfaces adapted for the disabled
• language independence of GUIs, making computers accessible to a very wide range of users, including those with special needs, and very small children
• use of password protection to prevent unauthorized access
• globalization of software.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of software, the student must have an understanding of related technological concepts. These may include:
• key terms—software (application), shareware, public domain, freeware, commercial software, integrated software, user manual, registration card, serial number, warranty, copyright, licence
(multi-user, single user, site licence), compression/decompression, back-up, back door (trapdoor), upload/download, wizard, template
• GUI, command-line interface, voice recognition.
2.2.2 Databases and spreadsheets
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of databases and spreadsheets. These may include:
• privacy of information in different cultures
• rights of individuals with respect to the storage of personal data
• social consequences of outdated or incorrect data stored in databases
• social consequences of the release of sensitive data stored in databases
• legislation on access and use of database information in different countries
• responsibility for the security of data stored in databases from different perspectives, for example, the developer, the user and the management of an organization
• accountability for the negative social effects caused by insecure databases
• ethical issues related to the collection and use of personal data
• ethical issues related to the selling of data stored in databases.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of databases, the student must have an understanding of related technological concepts. These may include the following.
Design and creation concepts
• Key terms—field, key field, record, search, query, sort, database management system, mail merge
• Flat-file database versus relational database
• Paper files versus electronic files
• Data redundancy and data integrity
• Updating data
Storage and access concepts
• Data transfer between a database and a spreadsheet
• Search and the use of the Boolean operators (AND, OR and NOT)
• Data mining/data matching
Presentation concepts
• Report generation
• Special-purpose databases, for example, personal information managers, encyclopedias, library systems
In order to study and evaluate the social and ethical issues involved in the use of spreadsheets, the student must have an understanding of related technological concepts. These may include the following.
Design and creation concepts
• Key terms—cell, cell format (number, text, value, function, calculation, date, currency), row, column, label, macro, replicate, template, worksheet, “what if” questions, range, absolute and relative reference
• Paper files versus electronic files
• Reliability and integrity of data
Storage and access concepts
• Data transfer between a database and a spreadsheet
Presentation concepts
• Select, print and display area of a worksheet
• Use of the appropriate graph or chart for the meaningful representation of information
• Special-purpose spreadsheets, for example, inventory, budget
2.2.3 Word processing and desktop publishing
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing (DTP). These may include:
• effects of DTP on the right to publish, for example, freedom of the press, free exchange of ideas
• economic effects of DTP on business
• intellectual property issues associated with reproduction and/or transformation of digitized text
• effects of word processing and DTP on the workplace, for example, job loss, deskilling, surveillance
• ergonomics/health impacts of word processing and DTP in the workplace
• social impact of speech-enabled input/output.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of word processing and desktop publishing, the student must have an understanding of related technological concepts. These may include:
• key terms—formatting, template, spell check, grammar check, ASCII/unicode, PDF, RTF, text
• word processing versus page layout
• appropriate use of templates
• effective use of word processing functions to streamline production of documents
• use of appropriate fonts, white space and line spacing to create output that communicates effectively.
2.2.4 Images, sound and presentations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of images, sound and presentations, for example, multimedia, slideshows, virtual reality, games. These may include:
• intellectual property relating to the copying and modifying of text, images, sound and video (fair use policies)
• copyright issues
• printed versus electronically published information
• health issues related to virtual reality
• multimedia solutions for disabled persons
• multilingual selection possibilities of CD-ROMs and DVD
• surveillance and privacy
• global access to information available on CD-ROMs versus Internet
• use of virtual actors in films
• biased information
• reliability of data
• social and ethical issues related to games.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of images, sound and presentations, the student must have an understanding of related technological concepts. These may include the following.
Design and creation concepts
• Key terms—animation, bit-map versus vector graphics, object-oriented, clip art, CAD, hypermedia, hypertext, pixel, resolution, MP3, MIDI, morph
• Data integrity
• Consistency in design elements
• Use of appropriate fonts, sound, images, video to convey a specific message
Storage, processing and access concepts
• File formats, for example, storage requirements, loading time, portability
• Sound, image and video capture and editing
• Updating and combining sounds or images at a later point in time to create a new work of art
2.2.5 Modelling and simulations
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of modelling and simulations. These may include:
• reliability of predictions based on computer models, for example, weather, global warming
• economic effects of the use of models to design and test new products
• security issues involved in military simulations
• social impact of reliance on simulations to examine issues of public policy
• responsibility of the designer for accuracy of assumptions underlying the model
• ethical considerations involved in deciding when to use models or simulations to ensure human safety.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of modelling and simulations, the student must have an understanding of related technological concepts. These may include:
• key terms—model, simulation, feedback loop
• faulty or hidden assumptions
• extent and effect of the simplification of reality
• extent to which the phenomenon being modelled is understood
• processing power needed to create complex models
• visualization of information
• correspondence of the model with reality.
2.2.6 Tutorials, training and wizards (assistants)
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of tutorials, training and wizards. These may include:
• the balance in responsibility between an individual and an organization for training
• the need for IT companies to consider global and cultural diversity when preparing training and tutorial software
• the requirement of organizations to provide training when implementing change.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of tutorials, training and wizards, the student must have an understanding of related technological concepts. These may include:
• key terms—tutorial software, training software, wizards and assistants, help menu and help features,
“Read Me” files
• using wizards, assistants and online assistants in the design and creation of a product, for example, desktop-published documents, slideshows, web sites.
2.3 Communication systems
2.3.1 The Internet
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of the Internet. These may include:
• reliability and authenticity of information
• social consequences of addiction to the Internet
• social impact of global viruses
• social impact of dependence on the Internet
• etiquette rules for appropriate behaviour when using the Internet
• social impact of the domination of English as the main web language
• social impact of theft of identity through the Internet
• social impact of open access to unsuitable material on the Internet
• ethical issues related to misuse of the Internet, for example, spamming
• ethical considerations of IT-rich versus IT-poor nations as a result of differing access
• ethical considerations relating to the use of encryption
• ethical considerations relating to workplace monitoring.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of the Internet, the student must have an understanding of related technological concepts. These may include:
• key terms—Internet protocols, for example, HTTP, FTP, TCP/IP, cookies, listserv, web cam, Internet languages, netiquette, Intranet, URL, hyperlink, bandwidth, WWW, browser, search engine, e-mail
• means for blocking access to information
• features of a web browser
• comparison of Internet and Intranet
• encryption methods
• the limiting effect of bandwidth
• viruses
• features of a web page
• global databases
• online services, e-commerce, banking, health, libraries
• use of appropriate search engines.
2.3.2 Personal and public communications
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of personal and public communications. These may include:
• the psychological consequences of people being in permanent contact
• ethical considerations of control as the result of using communications technologies
• social impact on health of the use of mobile devices
• effect on personal productivity of personal communications devices
• effect on the environment of personal communications devices
• social effects of telecommuting
• social effects of the widespread use of teleconferencing and videoconferencing
• social and environmental impact and ethical considerations of telecommuting
• social impact and ethical considerations of: distance learning, digital entertainment, global media and public information systems.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of personal and public communications, the student must have an understanding of related technological concepts. These may include:
• key terms—convergence, teleconferencing, videoconferencing, telecommuting, digital television, push–pull technologies
• mobile phone and associated services and uses
• digital entertainment versus live entertainment
• contents of digital entertainment, for example, violence, pornography and realism
• features of telecommuting, for example, environmental aspects, flexibility, productivity, business and social relationships
• face-to-face communications versus communications via technology
• minimum requirements to enable realistic teleconferencing and videoconferencing
• undetected intrusions into IT systems, for example, phone tapping
• personal mobile devices, for example, PDA, laptop
• emerging technologies as the result of convergence of computers and communications technology
• public information systems, for example, traffic control, security camera systems, public transfer information systems.
2.4 Integrated systems
2.4.1 Robotics
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of robotics. These may include:
• social and economic effects of replacing people with robots in the workplace
• ethical decisions regarding the use of robots in situations that might endanger human beings
• social impact of human interaction with robots, for example, artificial pets, robots for the disabled and elderly
• social impact and ethical considerations regarding the use of robotics in medicine, for example, robotic surgery, computer-controlled prostheses
• reliability of robotic devices, particularly in life-threatening situations.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of robotics, the student must have an understanding of related technological concepts. These may include:
• key terms—robot, android, cyborg, sensors
• determining situations in which it is more appropriate to use a robot than a human being
• types of input/output peripherals used in various situations, for example, arms, fingers, voice, wheels
• reasons why robots are/are not designed as androids with human-like form
• the capabilities and limitations of robots with respect to vision, touch, sound and movement
• processing power in relation to the capabilities and limitations of robots.
2.4.2 Artificial intelligence and expert systems
Social and ethical issues
Students must study and evaluate the social and ethical issues involved in the use of artificial intelligence
(AI) and expert systems. These may include:
• responsibility for the performance of an expert system—knowledge engineer, informant, programmer, company that sold it, the buyer/consumer
• value of the development of AI as a field, for example, whether it is an appropriate place to put economic resources
• ethical issues of various applications of AI, for example, replacement of human workers, handing decision-making tasks to a computer
• social impact of the use of “smart” machines on everyday life
• ethical issues related to military applications of AI, for example, smart weapons, reconnaissance, decision making
• implications of creative production by computers using AI, for example, Aaron, an expert system, creates visual art
• access to the knowledge base underlying an inference engine in an expert system, for example, whether people affected by decisions made using an expert system should have access to the rules by which the decision was made.
Knowledge of technology
In order to study and evaluate the social and ethical issues involved in the use of AI and expert systems, the student must have an understanding of related technological concepts. These may include:
• key terms—AI, Turing test, parallel processing, machine learning, natural language, common-sense knowledge, agent, pattern recognition, expert system, knowledge base, inference engine, heuristics, fuzzy logic, knowledge engineer, domain
• storage requirements for common-sense knowledge
• processing requirements for AI
• collection/creation of a knowledge base
• creation of an inference engine (for example, if/then rules, fuzzy logic)
• identifying domains that are suitable for expert systems.
Section 3: areas of impact
Students at SL are required to study part A and a minimum of two other areas of impact chosen from part B. Students at HL are required to study all six areas of impact.
The use of real-life situations based on current issues is recommended as an appropriate vehicle for the study of the areas of impact. The topics given under each area are provided as examples only. Teachers should use any relevant topics that integrate the areas of impact with social and ethical issues (section 1) and IT systems in a social context (section 2) as illustrated in the diagram at the beginning of the syllabus details. It is important that examples are drawn from the local, national and global level.
Part A
The study of this area of impact is compulsory for all students.
3.1 Business and employment
• Transportation: reservation systems, luggage processing, navigation, scheduling and distribution, traffic simulation, smart roads and cars, fuel efficiency and traffic safety systems
• Employment: electronic employee monitoring, telecommuting, ergonomics and health, job obsolescence and retraining, online job search, employee surveillance
• Banking and finance: EFT, ATMs, Internet banking and brokerage, electronic cash, insurance
• International commerce: management of transnational corporations, business concentration
• E-commerce: teleshopping, online marketing, data mining, spyware
• Retailing, advertising, media
Part B
Students at SL are required to study a minimum of two of the following areas of impact. Students at HL
are required to study all five of the following areas of impact.
3.2 Education
• Telelearning: isolated and remote areas; use in hospitals, prisons, retirement homes
• Modification of hardware and software for special needs: voice recognition software, text-to-speech, special input and output devices, Internet resources
• Software in the classroom: science experiments, social studies modelling and simulation, instructional tools and media, computer-aided instruction, computer-aided learning
• School library systems: catalogues, security systems, online research
• Hardware in the classroom: laptops, notebooks, teleconferencing
• Software in school administration: record keeping, scheduling, Intranets, public information
• Training, tutorials, simulators
3.3 Health
• Telemedicine: service delivery to isolated and remote areas
• Electronic health records: privacy, data analysis, public health
• Diagnostic and therapeutic tools: robotic surgery, prosthetic devices, diagnostic software, drug development and marketing
• Medical advice on the Internet or a CD-ROM
• Monitoring patients
• IT solutions for disabled people
3.4 Arts, entertainment and leisure
• Digital art: electronic music, interactive visual art, desktop publishing
• Film: digital actor simulations, characters and animation
• Live arts: digital effects, choreography, lighting, marketing
• New media: DVD, CD, VR, stereolithography
• Broadcast media: digital radio and television, electronic news, magazines and books
• Toys and games: CD or online games, online gambling
3.5 Science and the environment
• Modelling and simulation: digital experimentation, demographic and environmental simulation
• Visualization: mapping
• Data search, collection, processing and analysis
• Forecasting
• Data logging
3.6 Politics and government
• Political process: voting and elections, lobbying, open government and free movement of information
• Government administration: record keeping, tax collection, policy implementation
• Legislation: policy development, enactment, enforcement and analysis
• Police: DNA data collection, video surveillance
• Military: cyberwarfare, smart weapons development, espionage
• Rebel and terrorist use of IT
Introduction
This blog is created to help Qatar Academy ITGS students prepare for their final exams.
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