An exploration of differences in judgements of computer ethical behavior by sex, education, age, and other demographic factors

When faced with an ambiguous ethical situation related to information technology (IT), the individual\u27s course of action is influenced by personal experiences, consideration of what co-workers would do in the same situation, and an expectation of what the company would sanction. In this article, the approval/disapproval ratings of over three-hundred Association of Information Technology Professionals (AITP) members concerning the actions taken in a series of IT ethical scenarios are evaluated. Respondents expressed their personal opinion, as well as their perception of their co-workers\u27 opinion, and their understanding of the company s opinion of the actions relating to IT described in the scenarios. Differences in responses by sex, education, age, years in the profession, years with current employer, job of respondent, and type of industry of respondent are explored

Commencement Exercises Program, August 6, 1943

Commencement Exercises Program, August 6, 1943

Commencement Exercises Program, August 18, 1933

Commencement Exercises Program, August 18, 1933

Commencement Exercises Program, June 15, 1968

Commencement Exercises Program, June 15, 1968

Exploring reasons why Australian senior secondary students do not enrol in higher-level mathematics courses

In this research paper, I present the reasons why senior secondary students elect not to enrol in a higher mathematics course. All Year 11 and Year 12 mathematics students within Western Australian secondary schools were invited to participate in an online survey comprised chiefly of qualitative items. The key reasons espoused by students include an expressed dissatisfaction with mathematics, the opinion that there are other more viable courses of study to pursue, and that the Australian Tertiary Admissions Ranking (ATAR) can be maximised by taking a lower mathematics course. In addition, student testimony suggests that there are few incentives offered for undertaking a higher mathematics course

Undergraduate & Graduate Commencement Exercises Program, May 17, 1975.

Bryant University Undergraduate & Graduate Commencement Exercises Program, May 17, 1975

Chicago Foundation for Women 2015 Annual Report

Since inception, Chicago Foundation for Women has been committed to finding power in adversity and strength in diversity. Through the years our grant making, partnerships, and programs have made us a champion for women and girls. Simply put, our reach spans across cultures and communities. We are here for every woman and every girl, in every circumstance and at every stage of her life

Commencement Exercises Program, August 19, 1932

Commencement Exercises Program, August 19, 1932

Undergraduate Commencement Exercises Program, May 18, 1991.

Bryant University Undergraduate Commencement Exercises Program, May 18, 1991