Winthrop University Undergraduate Scholarship 2016 Book of Abstracts

University College and Winthrop University proudly present Undergraduate Scholarship and Creative Activity 2016. This is the fifth annual university-wide compilation of undergraduate work, christened with a new title that is more representative of the full range of students’ scholarly and creative efforts. This year’s book chronicles the accomplishments of students and faculty mentors from 25 academic departments and programs, spanning all five colleges of the university: College of Arts and Sciences (CAS), College of Business Administration (CBA), College of Education (COE), College of Visual and Performing Arts (CVPA), and University College (UC).https://digitalcommons.winthrop.edu/undergradresearch_abstractbooks/1013/thumbnail.jp

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

Towards a Global Ethics: The Debate on Nanotechnology in the European Union and China

The primary aim of the thesis is to assess whether ethical governance of Science and Technology is feasible as a global approach, using the example of nanotechnology. The thesis firstly compares ethical issues identified by stakeholders in China and the EU relating to the rapid introduction of a potentially transformative technology, namely nanotechnology. Part One of this thesis explores how the ‘narratives’ of nanotechnology differ in each region, particularly given their different bioethics contexts, and examines how specific concerns translate into policymaking. In questioning whether Eastern and Western approaches to nanotechnology governance can be aligned, one can observe that Europe is increasingly cooperating and competing with China. Such new interdependences between global actors require new global approaches to S&T policy, including ethical governance. Part Two of this thesis explores the concept of ‘global ethics’ and discusses the feasibility of a global approach. Given criticism of both universalism and relativism, it is often argued that a universal approach that takes sufficient account of local context cannot be developed. On the assumption that global ethics are achieved by global actors, this thesis looks at global agency. The thesis connects discourse ethics and participatory Technology Assessment (pTA), arguing that a version of Habermasian discourse ethics can provide a theoretical framework for dialogue between West and East. Discourse ethics has developed around Habermas’s argument that social order depends on our capacity to recognize, through rational discourse, the intersubjective validity of different views. Habermas asks the basic question of global ethics, of how different views (particularly of social order) can be universally recognized and agreed, perhaps within an 'ideal community' of communication, one that may be global. The thesis adds to Habermas’s discourse model, utilising virtue ethics as well as the work of, for example, Taylor, Beck, Korsgaard and others on identity formation. It is argued that the significant factor in global ethics is the formation of the agent’s moral identity, the formation of which requires one to go beyond one’s context, to achieve an intercultural personhood. Habermas (as do Taylor, Beck and others) suggests identity as a dual concept, reflecting an interdependence of society and one’s inner self. This would mean that one can understand the cultural biases inherent in any act of communication, while acting autonomously of such bias. If such a model of dual identity/agency can be applied to the intercultural dialogue on the governance of nanotechnology between East and West, it could potentially provide a new tool or model within pTA

Data ethics : building trust : how digital technologies can serve humanity

Data is the magic word of the 21st century. As oil in the 20th century and electricity in the 19th century: For citizens, data means support in daily life in almost all activities, from watch to laptop, from kitchen to car, from mobile phone to politics. For business and politics, data means power, dominance, winning the race. Data can be used for good and bad, for services and hacking, for medicine and arms race. How can we build trust in this complex and ambiguous data world? How can digital technologies serve humanity? The 45 articles in this book represent a broad range of ethical reflections and recommendations in eight sections: a) Values, Trust and Law, b) AI, Robots and Humans, c) Health and Neuroscience, d) Religions for Digital Justice, e) Farming, Business, Finance, f) Security, War, Peace, g) Data Governance, Geopolitics, h) Media, Education, Communication. The authors and institutions come from all continents. The book serves as reading material for teachers, students, policy makers, politicians, business, hospitals, NGOs and religious organisations alike. It is an invitation for dialogue, debate and building trust! The book is a continuation of the volume “Cyber Ethics 4.0” published in 2018 by the same editors

University of San Diego News Print Media Coverage 2003.05

Printed clippings housed in folders with a table of contents arranged by topic.https://digital.sandiego.edu/print-media/1004/thumbnail.jp

Queensland University of Technology: Handbook 2004

The Queensland University of Technology handbook gives an outline of the faculties and subject offerings available that were offered by QUT

Queensland University of Technology: Handbook 2005

The Queensland University of Technology handbook gives an outline of the faculties and subject offerings available that were offered by QUT