Category: Information ethics

Your assignment is to write a critical analysis of whether the situation of digital self defense is acceptable or not using the assigned readings and two of the ethical frameworks presented by Quinn for the assessment.  
Note: This assignment uses TurnItIn services to detect plagiarism.
Details
Read
The Right to Digital Self DefenseReinicke, Cummings, J., & Kleinberg, H. (2017). The Right to Digital Self-Defense. IEEE Security & Privacy, 15(4), 68–71. 
Digital Vigilantes Schmidle. (2018). Digital Vigilantes. The New Yorker, 94(12), 30–30. 
If not accessible, use Introducing Digital Vigilantism Favarel-Garrigues, G. (2020). Introducing Digital Vigilantism. Global Crime. 21(3-4): 189-195.
Write an analysis that includes whether or not you perceive ethical/legal implications and/or information technology policy issues that may be outcomes of the ethical situation of digital self defense as outlined in the readings. Lastly, your analysis needs to include a proposed solution to the ethical situation.
APA 7 Student format is required throughout the essay: Example link (Links to an external site.)
Suggested Essay Length: 2000-3000 words plus an APA 7 Student format reference page.
*Tip* Use the Rubric to help structure your analysis
Example APA 7 student format (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_sample_paper.html)
Rubric:
Rubric
Points (10)
Introductory Paragraph:Describe the digital defense situation as it is presented in each of the articles, its relevance to cybersecurity and why a situation analysis might be necessary.
1
Introductory Paragraph: Provide an overview of each of the resources you have read, which have been provided in this assignment content and how all of these resources relate to digital self defense.
1
Provide (1) your ideas regarding your perception and thoughts about any ethical/legal implications regarding the situation presented in each of the articles, or (2) your ideas about an alternative viewpoint, that is, there are no possible ethical concerns regarding this situation, or (3) your ideas on another viewpoint you may have
1
Substantiate your discussion from the resources provided for this assignment and two of the five workable ethical frameworks reviewed by Quinn;
1
If you perceive ethical/legal and/or policy concerns with this technology describe your reasons for this position and ideas or solutions for addressing those concerns.
1
Are your ideas or solutions for addressing the concerns similar to those described in the articles? Explain how your recommendations or solutions might be implemented and/or your ideas about the future development of this situation.
1
If you do not perceive any ethical issues with this situation describe your reasons for this position and ideas about the future of this situation.
1
Provide any ideas or recommendations about information technology policy that might be necessary for this situation.
1
Conclusion: Summarize the discussion of your situation analysis.
1
APA 7 Student format ( ex. title page, page number in header, double-space, reference page, etc.)
·       Introductory, body, and conclusion paragraphs
·    .doc or .docx file
·       Limited spelling and grammar errors, 12-point font
Each major error is worth .25 of a point.

Arts-Based Exploration of Learning II
“I think I went into the drawing thinking I would humor the process but not thinking I would get much out of it.  Instead, I found it incredibly impactful in changing the way I view my own ability and the way in which I view the abilities of those around me.”   Autumn 2022 DEA Student
We invite you again this week to pause and explore what you have learned over the past few weeks.  We are always particularly interested in what has surprised you.   We are interested in what may (or may not) have changed in your understanding of (dis)ability, your understanding of the cultural worlds in which the ideas of ability and disability are created, and your understanding of your own perceptions and beliefs.  So, again we invite you to undertake an arts-based exploration of your learning in the course, focusing in particular on the last three weeks of the course.  As before, we do expect you to do the Encounter assignments and Interact Discussion from this module—they are important and valuable.  But instead of Explorations and a DWL, please use this second ABEL process to further explore and reflect on what and how you are learning in the course. We invite you, particularly, to take some risks in exploring what the art-making process itself can teach you about the ideas and experiences you are exploring, and about yourself.  Your unique perspective is likely something that cannot be captured in an assortment of common images. Push deeper to find your voice that defines authentically what you feel, think, and know about you. 
Here are the guidelines for this “Arts-Based Exploration of Learning II” (ABEL II) of your experiences in the course:
Part I
Imaginative Foundation Free Write (15 points):  Write a brief descriptive reflection (paragraph of 3-5 sentences) focused on these questions (or others you may prefer to explore):
What are the most important experiences you have had in the course over recent weeks?
What do these experiences mean to you, personally?  How have these ideas and experiences impacted the way you view the ideas of “ability” and “disability” in your own life, your history and positionality, particularly within school settings (including the UW!)? 
What new questions are arising as you complete this process of reflection and expression related to your learning?
Part II  
Expand your reflective process with images and compositions.  (15 points):  In this part of the assignment we invite you to extend your exploration of art-making and storytelling.  You are welcome to do another collage if you like (but do push your experimentation!).  You can also make a poem, a musical piece, dance, or any artform.  You could create a world in MindCraft!  Its up to you.  But generally, again, take one or more of the experiences you’ve described in your Part I reflection and explore that experience further through the process of making an image. 
Part III
Analysis, Reflection, Commentary (20 points)
Creative Reflection: In a paragraph, describe your artwork and how it relates to your experiences in the course over the past weeks. Explain your choices about the imagery used and how the elements of your image (be they visual, literary, movement, music, etc.) are intended to convey the essence of your experience.
Learning about Learning: In a second paragraph, again comment on what you learned through this activity about your own learning:
How did this activity affect your thinking about or more issues related to (dis)ability, education and the arts?
Comment on what you learned about art making as a resource for exploring and articulating your ideas and experiences. Did this experience extend your learning from the last artwork you created?  If so, how?

1.subject：Infrastructure Information Management
2.After setting the theme, send it to confirm
This is a group work.
It is necessary to complete the first two parts (picture marking part), a total of 1500 words +PPT.
800-word speech +PPT is required

Using sociological perspectives and terminology, students will discuss how their background (including, race/ethnicity, sex/gender, sexuality, social class, ability status, etc.) and experiences have shaped the way they view the world. Students should explain how their personal connections to systems of power and oppression influence their ability to understand and critically analyze contemporary social problems. 
There are two parts to this assignment: All components must be completed for full credit. 
Part 1: Your Story – Exploring Power, Privilege, and Oppression
In a written 2 to 2.5 page APA formatted paper, students are asked to explore their personal connections to systems of power and oppression, and how these connections influence their understanding and critical analysis of contemporary social issues.
Students should include the following within their paper: 
Identification of Social Identities: Students should first identify 2-4 social identities that they consider significant to their lived experiences. These identities could include race, gender, sexual orientation, socioeconomic status, ability, religion, nationality, or others. These identities form the lens through which individuals navigate society and experience both privilege and oppression.
Connection to Systems of Power: Next, students should explain how their identified social identities intersect with larger systems of power in society. This involves recognizing the advantages (privileges) and challenges (oppressions) associated with each identity. To demonstrate these connections, students are encouraged to include personal experiences, feelings, and thoughts to support their explanations. Students should exercise their agency in determining which personal and real-life experiences they want to share.
For example, a student might talk about how their race affected how police treated them, showing how racial profiling and systemic racism are bigger problems.
Exploring Personal Perspectives: Think about how your own life experiences have influenced your views on social issues. Consider areas where you feel the most knowledgeable, passionate, or uncertain due to lack of awareness. In your response, explore how your background has shaped your perspectives, and identify any biases you may need to confront.
If you come from a privileged background, how might this affect your understanding of poverty and inequality?
If you have always had access to quality healthcare, how might this privilege influence your perception of healthcare disparities faced by marginalized communities?
If you grew up in a predominantly homogenous community, how might this lack of diversity impact your awareness of racial diversity and discrimination?
If you were born in a country where citizenship is easily obtained, how might this privilege affect your understanding of immigration policies and the experiences of undocumented immigrants? Reflect on how your citizenship status shapes your perspectives on issues of borders, migration, and belonging within society.
Think about how your sexual orientation or identity influences your understanding of LGBTQ+ rights and discrimination. Reflect on personal experiences of acceptance or prejudice based on your sexuality, and consider how these experiences inform your views on equality and LGBTQ+ advocacy.
For example:
Part 2: Application of Positionality to Art Form
After articulating their positionality in written form, students will be asked to demonstrate their positionality through an art form to be shared with the class. Creativity is highly encouraged. The final art form should be directly related to the written positionality paper in Part 1. Students should be prepared to share their art form with the rest of the class.
NOTE: Students can create a separate document or file for Part 2 and attach multiple files to the assignment submission. Or the images/text and the 1 paragraph description can be attached to the paper in Part 1.
1. Students are to select one of the following options to communicate their positionality include:
Music – Make a playlist of 8-10 songs. List the name of the song, artist, and released year for each song.
Paintings or sculptures – Take a picture or screenshot and attach the image for your submission. 
Collages or Posters – Take a picture or screenshot and attach the image for your submission. 
Literature – Poems, short story, etc.
Videos – Download your video onto YouTube and submit the link. 
If you have an idea not listed, let me know. 
2. Paragraph Description:
After creating an art form, students will write a 1 paragraph written response describing why they chose this art form and how it connects to their positionality. 
Why did you choose a certain song? What part of your positionality does it speak to? Does it represent a social identity of yours? Explain. 
Why did you include certain colors, textures, or imagery in your art form? What part of your positionality does it speak to? Does it represent a social identity of yours? Explain. 
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APA 7 Formatting
Your citations should follow the APA 7 (American Psychological Association) formatting. You will receive credit as part of your assignment for following these instructions, and therefore any deviations will result in a deduction.
I recommend using: 
Streefkerk, R. (2022, September 30). Beginner’s guide to APA in-text citation. Scribbr. https://www.scribbr.com/apa-style/in-text-citation/Links to an external site. 
Streefkerk, R. (2024, January 17). APA format for academic papers and essays. Scribbr. https://www.scribbr.com/apa-style/format/Links to an external site.