LEADER 05161nam 22006975 450 001 9910380736303321 005 20200703140533.0 010 $a3-030-27126-9 024 7 $a10.1007/978-3-030-27126-8 035 $a(CKB)4100000010480394 035 $a(MiAaPQ)EBC6113578 035 $a(DE-He213)978-3-030-27126-8 035 $a(EXLCZ)994100000010480394 100 $a20200204d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEthics in Computing, Science, and Engineering$b[electronic resource] $eA Student?s Guide to Doing Things Right /$fby Barry G. Blundell 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (935 pages) 311 $a3-030-27125-0 327 $aDedication -- About the Author -- Foreword -- 1 Professional Ethics: A Hallmark of Best Practice -- 2 Ethics and the Organisation: Pervasive Best Practice -- 3 Privacy: An Outdated Concept? -- 4 Surveillance: Technologies, Techniques and Ramifications -- 5 The Internet, Censorship, Empowerment and Repression -- 6 Ethics and the Environment -- 7 Empowering Technology: Drones -- 8 Robotic Systems -- 9 Ethics and Education -- 10 Ethics and Research -- 11 Reflections -- Appendices -- Index. 330 $aThis comprehensive textbook introduces students to the wide-ranging responsibilities of computing, science and engineering professionals by laying strong transdisciplinary foundations and by highlighting ethical issues that may arise during their careers. The work is well illustrated, and makes extensive use of activities, ethical dilemmas and case studies designed to stimulate discussion and engagement. A broad range of technologies are introduced and examined within an ethical framework. These include biometrics, surveillance systems (including facial recognition), radio frequency identification devices, drone technologies, the Internet of Things, and robotic systems. The application and potential societal ramifications of such systems are examined in detail, not only in their current context but also in terms of their ongoing evolution. The reader is asked to consider whether we can afford to allow ongoing developments to be primarily driven by market forces, or whether a more cautious approach is needed. Further chapters examine the benefits of ethical leadership, environmental issues relating to the technology product lifecycle (from inception to e-waste), ethical considerations in research (including medical experimentation), and the need to develop educational programs which will better prepare students for a more fluid employment landscape. The final chapter introduces a structured approach to ethical issue resolution, providing a valuable, long-term reference. In addition, it emphasises the ethical responsibilities of the professional, and considers issues that can arise when we endeavour to effect ethically sound change within organisations. Examples are provided which highlight the possible ramifications of exercising ethical valour. The author has created an extensively referenced textbook that catalyses student interest, is internationally relevant, and which is multicultural in both its scope and outlook. . 606 $aEngineering ethics 606 $aEngineering?Vocational guidance 606 $aComputers 606 $aLaw and legislation 606 $aPhilosophy 606 $aEnvironmental law 606 $aEnvironmental policy 606 $aEngineering Ethics$3https://scigraph.springernature.com/ontologies/product-market-codes/E14030 606 $aJob Careers in Science and Engineering$3https://scigraph.springernature.com/ontologies/product-market-codes/T13009 606 $aLegal Aspects of Computing$3https://scigraph.springernature.com/ontologies/product-market-codes/I24059 606 $aThe Computing Profession$3https://scigraph.springernature.com/ontologies/product-market-codes/I24075 606 $aPhilosophy of Technology$3https://scigraph.springernature.com/ontologies/product-market-codes/E34050 606 $aEnvironmental Law/Policy/Ecojustice$3https://scigraph.springernature.com/ontologies/product-market-codes/U16002 615 0$aEngineering ethics. 615 0$aEngineering?Vocational guidance. 615 0$aComputers. 615 0$aLaw and legislation. 615 0$aPhilosophy. 615 0$aEnvironmental law. 615 0$aEnvironmental policy. 615 14$aEngineering Ethics. 615 24$aJob Careers in Science and Engineering. 615 24$aLegal Aspects of Computing. 615 24$aThe Computing Profession. 615 24$aPhilosophy of Technology. 615 24$aEnvironmental Law/Policy/Ecojustice. 676 $a174.900164 700 $aBlundell$b Barry G$4aut$4http://id.loc.gov/vocabulary/relators/aut$0886314 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910380736303321 996 $aEthics in Computing, Science, and Engineering$91979154 997 $aUNINA LEADER 06076oam 22008055 450 001 9910787216303321 005 20200520144314.0 010 $a1-4648-0404-4 024 7 $a10.1596/978-1-4648-0403-8 035 $a(CKB)3710000000329655 035 $a(EBL)1911613 035 $a(SSID)ssj0001434304 035 $a(PQKBManifestationID)11773833 035 $a(PQKBTitleCode)TC0001434304 035 $a(PQKBWorkID)11416994 035 $a(PQKB)10636596 035 $a(MiAaPQ)EBC1911613 035 $a(Au-PeEL)EBL1911613 035 $a(CaPaEBR)ebr11001355 035 $a(CaONFJC)MIL688521 035 $a(OCoLC)899941681 035 $a(OCoLC)ocn893017698 035 $a(US-djbf)18633205 035 $a(EXLCZ)993710000000329655 100 $a20150527h20152015 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cn$2rdamedia 183 $anc$2rdacarrier 200 00$aInvesting in early childhood development $ereview of the World Bank's recent experience /$fRebecca K. Sayre, Amanda E. Devercelli, Michelle J. Neuman, and Quentin Wodon 210 1$aWashington, DC :$cWorld Bank Group,$d[2015] 210 4$d2015 215 $a1 online resource (xvii, 136 pages)$cillustrations ;$d26 cm 225 1 $aWorld Bank Studies 300 $a"A World Bank Study"--Cover. 311 $a1-322-57239-9 311 $a1-4648-0403-6 320 $aIncludes bibliographical references. 327 $aFront Cover; Contents; Acknowledgments; Executive Summary; World Bank Support for ECD; World Bank Operational and Analytical Investments; Tables; Table ES.1 Human Development Early Childhood Development Portfolio between FY 2001 and FY 2013; Lessons Learned from ECD Operations; Looking Forward; Note; Abbreviations; Chapter 1Introduction; Importance of Investing in ECD; Note; Chapter 2Methodology for the Study; Abstract; What Is Meant by ECD and Essential ECD Interventions?; Box; Box 2.1 Clarifying the Definition of ECD and Related Terms; What Has Been Included in This Review and What Has Not? 327 $aFiguresFigure 2.1 Selection of Projects for This Review; Note; Chapter 3Trends in Operations; Abstract; IBRD/IDA Operations: Commitment Levels and Trends; Table 3.1 Trend in the Number of IBRD/IDA Operations and Funding for ECD; Figure 3.1 IBRD/IDA ECD Operations in the HD Portfolio, US million (US of 2013); Figure 3.2 IBRD/IDA ECD Operations in the HD Portfolio, Number; Figure 3.3 IBRD/IDA ECD Operations in ED, HNP, and SP US million (US of 2013); IBRD/IDA Commitments by Sector, Region, and Country Income; Maps; Map 3.1 Global Distribution of HD ECD Investments through IBRD/IDA 327 $aTable 3.2 IBRD/IDA Commitments (in US of 2013) to ECD by Region and SectorFigure 3.4 IBRD/IDA Investment in ECD in the HD Portfolio Per Child under Five; ECD Share in Human Development IBRD/IDA Operations; Figure 3.5 Share of ECD Commitments in Overall HD Portfolio; Table 3.3 Share of ECD in HD IBRD/IDA Portfolio by Time Period; Trust-Funded ECD Operations; Table 3.4 Trust-funded Operations (in US of 2013) to ECD by Region and Sector; Operations Likely to Benefit Children; Figure 3.6 Trust-funded ECD Operations in the HD Portfolio, US million (US of 2013) 327 $aChapter 4Case Studies of OperationsAbstract; Selection of the Case Studies; Table 4.1 Summary of ECD Case Studies; Bulgaria Social Inclusion Project (SIP); Eritrea Integrated Early Child Development (IECD) Project; Indonesia Early Childhood Education and Development (ECED) Project; Jamaica Early Child Development (ECD) Project; Jordan ECD Component of Education Reform for the Knowledge Economy; Mexico ECD Component of Compensatory Education Project; Senegal Nutrition Enhancement Program (Phases I and II); Note; Chapter 5Lessons Learned from Operations; Abstract 327 $aConsiderations for Effective ECD Project DesignNational Commitment; Table 5.1 Examples of PDO Indicators; Local Ownership; Coordination across Sectors and Levels; Targeting Disadvantaged Children; Sociocultural Relevance; Knowledge Exchange; Note; Chapter 6Trends in Analytical, Advisory, and Partnership Work; Abstract; Investments in Analytical, Advisory, and Partnership Work; Table 6.1 Analytical, Advisory, and Partnership Activities, by Type (FY 2001 to FY 2013); Table 6.2 Trend in the Number of and Funding for ECD-Related Analytical and Partnership Activities by Year 327 $aFigure 6.1 HD ECD Analytical, Advisory, and Partnership Activities, US million (US of 2013) 330 $aThis study provides an overview of Bank investments in Early Childhood Development (ECD) from 2000-2013 within the Education, Health, Nutrition and Population, and Social Protection and Labor practices. The study summarizes trends in operational and analytical investments in early childhood, including lending and trust funded operations at the country, regional, and global levels. Findings are presented on the overall level of finance during this thirteen-year period, the number of ECD investments, and regional and sectoral trends. A series of case studies are presented to highlight lessons le 410 0$aWorld Bank e-Library. 606 $aChild development$zUnited States 606 $aEarly childhood education$zUnited States 606 $aEducation and state$zUnited States 615 0$aChild development 615 0$aEarly childhood education 615 0$aEducation and state 676 $a305.2310973 702 $aSayre$b Rebecca K. 712 02$aWorld Bank.$bHuman Development Network.$bEducation Team. 712 02$aWorld Bank.$bHuman Development Network.$bHealth, Nutrition, and Population Team. 712 02$aWorld Bank.$bHuman Development Network.$bSocial Protection and Labor Unit. 801 0$bYDXCP 801 1$bYDXCP 801 2$bOCLCQ 801 2$bEWF 801 2$bINU 801 2$bOCLCO 801 2$bOCLCF 801 2$bDLC 906 $aBOOK 912 $a9910787216303321 996 $aInvesting in early childhood development$93766344 997 $aUNINA LEADER 02737oam 2200505 450 001 9910814188303321 005 20190911103515.0 010 $a1-4833-0629-1 010 $a1-5063-3544-6 010 $a1-4833-0630-5 035 $a(OCoLC)865102883 035 $a(MiFhGG)GVRL8TTC 035 $a(EXLCZ)993780000000056543 100 $a20130415h20132013 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 10$aDiscovering media literacy $eteaching digital media and popular culture in elementary school /$fRenee Hobbs, David Cooper Moore 210 1$aThousand Oaks, California :$cCorwin,$d[2013] 210 4$d?2013 215 $a1 online resource (xi, 241 pages) $cillustrations 225 0 $aGale eBooks 300 $aIncludes index. 311 $a1-4522-0563-9 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Preface""; ""Acknowledgments""; ""About the Authors""; ""Introduction""; ""Part I - Why Digital and Media Literacy Matters""; ""Chapter 1 - Digital and Media Literacy""; ""Chapter 2 - Motivations for Teaching Digital and Media Literacy""; ""Part II - Work With Intermediate Students""; ""Chapter 3 - Connecting Culture and Classroom""; ""Chapter 4 - Asking Questions About Media and Popular Culture""; ""Chapter 5 - Making Media""; ""Chapter 6 - Everything Is Social""; ""Part III - Work With Primary Children in Grades Ka???2"" 327 $a""Chapter 7 - Media Literacy for Young Learners""""Chapter 8 - Authors and Audiences""; ""Part IV - Approaches to Teacher Education""; ""Chapter 9 - Transforming Practice""; ""Part V - Extras""; ""Resource A - Learning Targets for Digital and Media Literacy With Young Learners""; ""Resource B - Glossary for Kids""; ""Resource C - Glossary of Concepts""; ""Resource D - About the PVK Instructors""; ""Index"" 330 8 $aOffers strategies that will help educators strengthen their students' abilities to think for themselves, and communicate effectively using language and technology tools. 606 $aMedia literacy$xStudy and teaching (Elementary) 606 $aDigital media$xStudy and teaching (Elementary) 606 $aPopular culture$xStudy and teaching (Elementary) 615 0$aMedia literacy$xStudy and teaching (Elementary) 615 0$aDigital media$xStudy and teaching (Elementary) 615 0$aPopular culture$xStudy and teaching (Elementary) 676 $a372.34044 700 $aHobbs$b Renee$01620553 702 $aMoore$b David Cooper 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910814188303321 996 $aDiscovering media literacy$93987211 997 $aUNINA