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ci2013:start [2012/10/26 09:44] Tim Korb |
ci2013:start [2013/02/02 07:50] (current) |
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| - a reflection describing your personal view of the reading/article. | - a reflection describing your personal view of the reading/article. | ||
| - | The annotations should be in a formal academic writing style with proper spelling and grammar. You should provide citations to the assigned reading you choose to write about and to both articles you locate. Citations should be in APA style (consult Purdue’s OWL website for more information: http://owl.english.purdue.edu/owl/resource/560/01. | + | The annotations should be in a formal academic writing style with proper spelling and grammar. You should provide citations to the assigned reading you choose to write about and to both articles you locate. Citations should be in APA style. Consult Purdue’s OWL website for more information: http://owl.english.purdue.edu/owl/resource/560/01. |
| ===Exams (30%)=== | ===Exams (30%)=== | ||
| - | There will be two midterm exams (15% each). Each exam consists of a multiple choice section covering factual information covered in class or in the readings and an short answer/essay section summarizing and synthesizing the major topics areas of the course. | + | There will be two midterm exams (15% each). Each exam consists of a multiple choice section covering factual information covered in class or in the readings and a short answer/essay section summarizing and synthesizing the major topic areas of the course. |
| ===Final Presentation (20%)=== | ===Final Presentation (20%)=== | ||
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| You are expected to read and follow Purdue’s written guidelines concerning student conduct and academic integrity. An overview of these guidelines can be found on the Purdue website: http://www.purdue.edu/usp/acad_policies/student_code.shtml. | You are expected to read and follow Purdue’s written guidelines concerning student conduct and academic integrity. An overview of these guidelines can be found on the Purdue website: http://www.purdue.edu/usp/acad_policies/student_code.shtml. | ||
| - | While Purdue’s official policies serve as the final authority on any issues involving student conduct and/or academic integrity, they can be summarized as follows: act with integrity in a polite, honest, and professional manner and do not submit work which is not your own. | + | While Purdue’s official policies serve as the final authority on any issues involving student conduct and/or academic integrity, they can be summarized as follows: act with integrity in a polite, honest, and professional manner and do not submit work that is not your own. |
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| ===Democracy and Voting=== | ===Democracy and Voting=== | ||
| - | Consider an election where 35% of the voters prefer candidate A (then candidates B, C, and D in that order), 15% of the voters prefer candidate B (then candidates D, C, and A), 30% of the voters prefer candidate C (then candidates D, B, and A), and the remaining 20% prefer candidate D (then candidates C, B, and A). Assuming that our goal is a “fair” outcome, who should win the election and how can we know that the outcome represents the actual votes cast? We look at a history of voting, the different methods that can be used to tabulate votes, and the issues involved in ensuring an accurate outcome (especially when voting using electronic voting machines or the internet). | + | Consider an election where 35% of the voters prefer candidate A (then candidates B, C, and D in that order), 15% of the voters prefer candidate B (then candidates D, C, and A), 30% of the voters prefer candidate C (then candidates D, B, and A), and the remaining 20% prefer candidate D (then candidates C, B, and A). Assuming that our goal is a “fair” outcome, who should win the election and how can we know that the outcome represents the actual votes cast? We look at a history of voting, the different methods that can be used to tabulate votes, and the issues involved in ensuring an accurate outcome (especially when voting using electronic voting machines or the internet). |
| ===Democracy and Participation=== | ===Democracy and Participation=== | ||
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| ===New Economies=== | ===New Economies=== | ||
| - | New technologies often create new economies and computing and the internet are no exceptions. We look at various new types of businesses and companies such as Facebook, Kickstarter, Kiva, Groupon, Ebay, Google, and Amazon that have changed traditional economic models. | + | New technologies often create new economies and computing and the internet are no exceptions. We look at various new types of businesses and companies such as Facebook, Kickstarter, Kiva, Groupon, Ebay, Google, and Amazon that have changed traditional economic models. |
| ===Marketing=== | ===Marketing=== | ||
| - | Computer programs “read” your email and display advertisements to you based on the its content. Stores capture what you buy, when you buy it, how you pay for it, and construct a consumer profile of you to help them target their advertising to you. It sounds great unless you’re the fifteen-year-old girl whose parents found out she was pregnant because a store she shopped at determined she was pregnant based on her purchase history and sent her a special circular marketing baby-related items. We look at the pros and cons of targeted marketing and how computers (and Big Data) has changed how retailers do business. | + | Computer programs “read” your email and display advertisements to you based on its content. Stores capture what you buy, when you buy it, how you pay for it, and construct a consumer profile of you to help them target their advertising to you. It sounds great unless you’re the fifteen-year-old girl whose parents found out she was pregnant because a store she shopped at determined she was pregnant based on her purchase history and sent her a special circular marketing baby-related items. We look at the pros and cons of targeted marketing and how computers (and Big Data) have changed how retailers do business. |
| ===Managing Risk=== | ===Managing Risk=== | ||
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| ===The Past, the Future, and Sustainability=== | ===The Past, the Future, and Sustainability=== | ||
| We already have (or will soon have) smart phones, driverless cars, robotic butlers, and intelligent houses. What’s next? Furthermore, is our technological growth sustainable? We look at how the internet was developed and examine what the future holds from both a technological and an environmental perspective. | We already have (or will soon have) smart phones, driverless cars, robotic butlers, and intelligent houses. What’s next? Furthermore, is our technological growth sustainable? We look at how the internet was developed and examine what the future holds from both a technological and an environmental perspective. | ||
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ci2013/start.1351259079.txt.gz · Last modified: 2012/10/26 09:44 (external edit)
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