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Artificial Intelligence & Math

Extracts from this document...

Introduction

International Baccalaureate

Information Technology in a Global Society

Portfolio

Big Brother is watching: what are the impacts on society?

(Politics and Government)

June 2003

Student No. 1

XY International School

News Item:

Mackenzie, Kate 2002, Data-spying deal between police, ISPs,http://australianit.news.com.au/articles/0,7204,4180888%5E15306%5E%5Enbv%5E,00.html [May 2003]


Presentation of the Issue

Whilst the Internet has become a valuable resource for much of the Australian community, it has also been misused, and has led to numerous Internet assisted crimes against families and businesses alike. Dubbed ‘The Telecommunications Interception Amendment Bill’, the new law will provide the Government with greater access to Internet surveillance through the cooperation between ISPs and Australian law enforcement agencies (Mackenzie 2003). Australian ISPs are now required to aid in the interception of sensitive data and are obliged to work openly with government departments, such as federal police and ASIO (Australian Security Intelligence Organisation).

The amendment bill proposes to counter the increasingly prevalent problem of electronic criminal activity by providing more practical, widespread and efficient surveillance over the Internet’s usage. By closely monitoring Internet usage, the Government aims to intercept criminal activity before damage can be dealt. Criminals will be found and brought to justice and as a consequence, Australia will become a more pleasant environment, less likely to be under attack by Internet assisted crime.

A study by NOIE (2002) shows “52 percent of Australian households are connected to the Internet”. The bill widely impacts over the Australian community – innocent and criminals alike. It impinges the right to use the Internet relaxedly and freely, without the psychological detrimental feeling that their every move is being monitored. Also the bill will negatively

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Middle


The Impact of the Issue

The use of laptops at school has been claimed to "improve the speed, quality and depth of their work" (Beck, 2002) and to be responsible for a “significant increase on standardized tests” (Learning with Laptops, 2000). Education studies report that these improvements are due to an improved attitude towards learning, as laptops encourage a fun, hands-on approach to education (Belanger, 2002).Positives explained.

Also, disabled or struggling students are benefited by the flexibility of owning and maintaining their own personal laptop. Students with particular areas of individual need can install their choice of programmes that will help them learn more in a school day. For example, a program called Co-Writer can help dyslexic student who are struggling with spelling (Ansary, 2002).Positives explained.

On the other hand, the added mobility and flexibility of laptops have allowed students to become more easily distracted from the focus of education (Borja, 2002). Misuse of technology at school, such as file swapping, pornography, and instant messaging have become more prevalent at schools with the introduction of student laptops.

Negatives explained.

Education has a great affect on a student’s future life, and job opportunities, so the affect of laptops on education quality is an issue of the upmost importance. Weighing up, the motivational benefits outweigh the prospect of added distractions, as such distractions are solvable by teachers enforcing policies at the school. Evaluation.

Lawrence Hardy claims laptops cause economic discrimination against students of lower socio-economical backgrounds, who would not be able to afford to buy their own laptop for school (Hardy, 1999). However, subsidised leasing programmes have made the financial burden to parents more affordable (Hardy, 1999). Resultantly students from all socioeconomic backgrounds will have similar opportunities to use technology both at school and home. Explanation and analysis.

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Conclusion

http://www.nua.com/surveys/index.cgi?f=VS&art_id=905358069&rel=true, NUA article (05/26/2003)

Olsen, Stefanie, P. 13/9/2002, “Business takes lead for IM harmony”, http://zdnet.com.com/2102-1105-957787.html, CNET News.com article (05/21/03)

Tyson, Geff (Date Unknown), “How Instant Messaging Works”, http://computer.howstuffworks.com/instant-messaging.htm/printable, HowStuffWorks article (05/21/2003)

NEWS ITEM - EXTRACT

"A number of execs and upper management were using AOL Instant Messenger. They viewed it as a tool to communicate with peers, board members and to communicate with one another because e-mail was too slow," said Doug Utley, who was on the information services team at the time and is now product manager for Sprint's Web services conferencing unit. "When that started happening, it became more acceptable."

To Sprint and many other companies, instant messaging has evolved from a teenage fad to a valuable communications tool that is central to everyday business. Companies are using IM not only to send real-time messages, but also to collaborate on projects, exchange data and create networks linking all types of Internet devices.

image02.jpg

ITGS – Portfolio

Final Marks

Student No. 1

Date

Area

A

B

C

D

E

F

June 2003

P&G

4

3

3

3

1

3

Nov 2003

EDU

4

3

5

5

2

4

Mar 2004

B&E

4

5

5

5

2

4

FINAL

4

5

5

5

2

4

Final check before determining the total mark.

There are three pieces of work.

The pieces are from 3 different Areas of Impact (if not marks must be deducted in Criterion A)

The final mark for each criterion must have been achieved on at least one of the pieces.

NOTE:

The final mark should represent the level of achievement reached by the candidate by the end of the course

EXPLANATION OF THE FINAL MARKS

Criterion A – obviously a 4.

Criterion B – professional judgement needed here. Although two pieces scored a 3 by the end of the course this candidate had definitely reached a 5. Criterion B in the last piece was outstanding.

Criteria C, D, E, and F – clearly the candidate has reached the top mark in each of these criteria by the end of the course.

TOTAL 25

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