Technology ethics in the public schools system : developing a technology ethics assessment tool through policy analysis at the secondary level

2020 ◽  
Author(s):  
◽  
Jeremy Alsup
Keyword(s):  
Public Schools ◽  
Assessment Tool ◽  
Public High Schools ◽  
Professional Lives ◽  
University Of Missouri ◽  
The Public ◽  
Technology Ethics ◽  
Ethics Assessment ◽  
Technology Policies ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Technology ethics seeks to identify the ways in which individuals and organizations might develop and sustain optimal relationships with the various technologies in their personal and professional lives. Secondary public schools have considered technology primarily through only a few very important but rudimentary lenses. The problem of practice was grounded in the ability and willingness of public schools to respond to the changing technological landscape in a way that was timely and meaningful. This study followed an exploratory sequential design and was two pronged: first, it investigated the ways public high schools supported technology ethics through their technology policies at the district and building levels; second, it developed a technology ethics assessment tool.

Friends in high places : two essays on the importance of corporate political connections

2015 ◽  
Author(s):  
◽  
Reza Houston
Keyword(s):  
Initial Public Offering ◽  
Political Connections ◽  
Target Firm ◽  
University Of Missouri ◽  
Accounting Performance ◽  
The Public ◽  
Public Offering ◽  
The University ◽  
The Impact ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study is an examination of the relationship between political connections and the undertaking of major firm events. In our first essay, presented in Chapter 3, we examine the impact politically connected appointments have on firm acquisition behavior. Using proxy statements, we create a unique database of politically connected bidders and merger targets. We find that bidders who hire connected individuals to the board or management team are more likely to avoid merger litigation. Connected bidders make more bids after the appointment. These firms also bid on larger targets. We determine there is a positive relation between the control premium and the relative of the target's connections. Connected acquirers have superior post-merger accounting performance, particularly when they acquire a connected target firm. In the second essay, presented in Chapter 4, we examine the relationship between political connections of private firms and the initial public offering process. Using registration statement information, we create a unique database of politically connected IPO firms. We find that political connections are substitutes to high-quality underwriters and big four auditors. Politically connected firms manage earnings more highly upward than non-connected firms prior to the public offering. Politically connected firms also exhibit less underpricing than non-connected firms. Politically connected IPO firms also have superior post-IPO returns relative to non-connected IPO firms.

Raising Intelligence Levels of the Mentally Retarded: An Overlooked Educo-Legal Implication

1975 ◽  
Vol 157 (1) ◽  
pp. 43-53 ◽  
Author(s):  
John M. Throne
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Child Welfare ◽  
Mentally Retarded ◽  
Public Schooling ◽  
World War ◽  
University Of Iowa ◽  
The Public ◽  
The University ◽  
Legal Implication

Studies by investigators at the University of Iowa Child Welfare Station before World War II demonstrated that the intelligence levels of the mentally retarded could be raised, often up to and beyond normalcy (IQ 100). Yet, the implications were never seriously followed up on anything approaching a broad-gauged scale. The juridical climate now supports the position that, because the evidence is that all the retarded can learn under proper conditions, they are all entitled to public schooling. It is suggested that the public schools may soon be confronted with an even more far-reaching educo-legal thrust based on the kind of evidence first reported by the Iowa investigators; that is, the public schools have a responsibility not only to educate or train the retarded to achieve their retarded potentialities, but to increase those potentialities, i.e., raise their intelligence levels.

“The Songs Are Alive”

2018 ◽  
pp. 574-590
Author(s):  
Lyz Jaakola ◽  
Timothy B. Powell
Keyword(s):  
Community College ◽  
Public Schools ◽  
Cultural Context ◽  
Language Revitalization ◽  
University Of Pennsylvania ◽  
Great Lakes Region ◽  
The Public ◽  
Audio Recordings ◽  
Digital File ◽  
The University

“The Songs are Alive” recounts the digital repatriation of Frances Densmore’s audio recordings of Ojibwe/Anishinaabe songs that were originally made on wax cylinders in the first decade of the twentieth century and are held by the Library of Congress. Powell, a digital humanities scholar at the University of Pennsylvania, discusses the process of creating a database that converted a huge digital file of undifferentiated songs into individual recordings given cultural context by Densmore’s remarkably detailed ethnographic descriptions. Jaakola, the director of the Ojibwemowining Center at Fond du Lac Tribal and Community College, writes about bringing the songs back to life by carefully circulating them through the community, identifying culturally sensitive songs, and making new recordings of the songs deemed suitable for the public by working with elders and youth. The songs are now being used by Ojibwe communities in the Great Lakes region for cultural and language revitalization as well as in Minnesota public schools.

The helpers' tale : a phenomenological exploration of helping behaviors across cultural divides

2019 ◽  
Author(s):  
◽  
LeCreshia M. Mckinney-Stege
Keyword(s):  
Phenomenological Study ◽  
Helping Behavior ◽  
Cross Cultural ◽  
Professional Lives ◽  
University Of Missouri ◽  
White American ◽  
Group Members ◽  
Prejudicial Attitudes ◽  
The University ◽  
Group Characteristics

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this Transcendental Phenomenological study was to describe the shared experiences of those who choose to help others (engage in helping behavior). It seems important to understand what the group characteristics are which motivate the persons who decide to help others on a regular basis; especially if they once held prejudicial attitudes towards a specific outgroup, or have been on the receiving end of prejudice expressed by another group or individual. Utilizing the Stevick-Collazzi-Keen qualitative method of analysis, the meaning of helping for a group of African American and White American individuals from a Midwestern state, was explored. By applying purposive sampling, those who engage in helping behavior as a significant and recurrent part of their personal and/or professional lives were selected. Based upon a total of 257 Significant Statements and 244 Meaning units, 35 Textual Descriptions emerged. These Textual Descriptions were further divided into 3 Major Themes: Help Requires, The Helper Experience and Help Is. It was found that individuals who engage in helping behavior tend to utilize perspective taking, have had strong models of cross-cultural prosocial behavior early in life, and who take the time and effort to feel empathy towards out-group members tend to be the most effective in their prosocial endeavors. Leaning how to sit with discomfort and uncertainty in cross-cultural situations also emerged as a strategy utilized by participants.

The copyright state of play : film archives in reference to the accessibility and reuse of archival footage for documentary filmmakers

2016 ◽  
Author(s):  
◽  
Kenneth Haggerty
Keyword(s):  
Grounded Theory ◽  
Document Analysis ◽  
Negative Influence ◽  
University Of Missouri ◽  
The Public ◽  
Grounded Theory Study ◽  
Film Archives ◽  
The University ◽  
Media Corporations

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This grounded theory study aimed to discover the copyright state of play as it related to film archives. Interviews with documentary filmmakers were used in this study with the objective of gaining an understanding of the copyright issues that they encounter when trying to include archival footage in their films. Interviews with individuals working in film archives were also used to see how archivists manage requests from filmmakers to obtain access to archival footage. Furthermore, a document analysis of contracts and donor agreements was conducted to gain an understanding of the relationships that different archives have with donors and users who wish to reuse archival materials. Throughout the duration of the study, the methods in which archivists can help documentary filmmakers educate the public and express themselves through film were explored. Interviews with documentary filmmakers and individuals working in film archives indicated the negative influence media corporations often have on both documentary filmmakers and film archives.

Parents' perspectives on sex education : nuanced accommodation in a bilaterally constructed world

2017 ◽  
Author(s):  
◽  
Audrey K. Madison
Keyword(s):  
New York ◽  
Public Schools ◽  
Sex Education ◽  
University Of Missouri ◽  
Opt Out ◽  
History Of ◽  
Opposite Sex ◽  
The Common ◽  
The University ◽  
Abstinence Only

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Research on sex education regularly presents a polarized depiction of debate, which often puts parents on the defensive and condenses their viewpoints into incongruous, dichotomous camps. This study aims to challenge this rhetoric by presenting findings of nuanced parental viewpoints that frequently get over-simplified, and offers alternative explanations to these complex issues. Positioned within the history of American education in general and sex education in particular, it is further possible to see how vestiges of this history affect current school-led sex education and discussions about it. Through the teasing-out of parental opinions, it became clear that, on the most fundamental level, parents seem to agree that children need sex education. Results indicate that parents' own experiences with sex education play a major part in how they think of their role as sex educators with their children. Additionally, most parents express a desire to ensure their children are better informed and prepared than they were. Parents find their role as sex educator to be very important, although differences between fathers and mothers and parents of opposite sex children complicated this role. Acceptance of this role is a common theme, some parents more determined than others to educate their children about sex (but all acknowledging the feeling that they "have to"). Parents' descriptions of their strategies for sex education revealed differences in active versus passive approaches, questions of "how," "when," and "what" often complicating their approaches. Findings also show that parents have varying opinions on school-led sex education, but many are concerned with biases that may be conveyed in school. The notion that parents fall neatly on one side of the debate or the other is played with and challenged through the purposeful application of parental tropes. This practice revealed that parents do not precisely or consistently conform to these dichotomous boundaries. Finally, comparisons of New York, New York and Omaha, Nebraska demonstrate how schools can accommodate and assist parents in sex education by offering more complex options instead of either "opt in" or "opt out." By taking this approach, Omaha Public Schools district may be able to avoid future contentious arguments over sex education, although this remains to be seen. Throughout this paper, alternatives to the current literature are presented as a method of doing away with the common binary of comprehensive sex education versus abstinence only education. By examining parental opinions of sex education at home and at school, new ways of conducting sex education research are presented and justified.

Slide Rules for the Upper Elementary Grades

1958 ◽  
Vol 5 (1) ◽  
pp. 29-33
Author(s):  
Jay J. Gramlich
Keyword(s):  
High School ◽  
Public Schools ◽  
Upper Elementary ◽  
Elementary Grades ◽  
The Public ◽  
The World ◽  
Public Pressure ◽  
The University ◽  
Future Date ◽  
Mathematics And Science

THE PUBLIC PRESSURE to produce more scientists will quicken the interest in mathematics. The publicity given to sputnik, the shot truly heard around the world, will resound from the kindergarten through the university. The resulting changes which will undoubtedly occur in the curriculum will have to be evaluated by educators at some future date. But to one who has taught in both public schools and teacher education institutions, it seems apparent that much good will obtain from greater emphasis on mathematics and science. Certainly educators have taken a great deal of criticism (justly given) from lay critics about our mathematically illiterate graduates from both high school and college. In fact, if they are deficient in mathematics on leaving high school, the colleges contribute to this deficiency rather than lessen it. This may happen in one of two ways. First, if they are forced into required college mathematics for which they are unprepared they fail or muddle through thereby increasing their frustrations toward mathematics; or secondly, they avoid mathematics entirely and are four years further removed from it on graduation.

Public Education and the University1

1974 ◽  
Vol 156 (2) ◽  
pp. 5-15
Author(s):  
Burton Blatt
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Public Education ◽  
Human Behavior ◽  
Clinical Experiences ◽  
The Public ◽  
The University

This paper summarizes briefly the historical and tenuous relationship between the public schools and the university. It presents several assumptions concerning what teacher education is and what it might become. Its central conclusion is that teacher preparation should be, foremost, concerned with the development and reinforcement of one's humanistic concerns; secondly, because the process of teaching requires a kind of pedagogical artistry that may be stifled by the drudgery of thoughtless or boring experiences, teachers should be given opportunities to explore and evaluate the basic pedagogical premises, theories, methodologies, and techniques that the literature and clinical experiences make available. That is, for example, curriculum should be studied from an historical rather than a prescriptive perspective. Lastly, basic to this preparation should be deep and continuous clinical involvement which permits the teacher to develop skills as an observer and interpreter of human behavior.

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