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E-raamat: Computers and Society: Computing for Good

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Computers and Society: Computing for GoodSuurem pilt
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Since computer scientists make decisions every day that have societal context and influence, an understanding of society and computing together should be integrated into computer science education. Showing students what they can do with their computing degree, Computers and Society: Computing for Good uses concrete examples and case studies to highlight the positive work of real computing professionals and organizations from around the world.

Each chapter profiles a corporation, nonprofit organization, or entrepreneur involved in computing-centric activities that clearly benefit society or the environment, including cultural adaptation in a developing country, cutting-edge medicine and healthcare, educational innovation, endangered species work, and help for overseas voters. The coverage of computing topics spans from social networking to high-performance computing. The diversity of people and activities in these profiles gives students a broad vision of what they can accomplish after graduation.

Pedagogical FeaturesEncouraging students to engage actively and critically with the material, the book offers a wealth of pedagogical sections at the end of each chapter. Questions of varying difficulty ask students to apply the material to themselves or their surroundings and to think critically about the material from the perspective of a future computing professional. The text also gives instructors the option to incorporate individual projects, team projects, short projects, and semester-long projects. Other resources for instructors and students are available at www.computers-and-society.com

Visit the authors blog at http://computing4society.blogspot.com

Arvustused

One of the most challenging topics to teach in the undergraduate computing curricula is the social and ethical implications of computing. Kaczmarczyks book is a great help in answering these questions. many well-crafted, open-ended questions and projects at the end of the chapters guide student work and discussion. The case studies are carefully researched and presented at an appropriate level for students to study any time after their freshman year. What can one do with a degree in computing? What opportunities are there to use such a degree for good? The book is unique and successful in pulling together answers to these questions. It shares the stories of people who have used their technical skills to positively affect the lives of many people, both directly and indirectly. I know of no other book like this one. Anthony J. Duben, Computing Reviews, May 2012

Computers and Society: Computing for Good contains in-depth case studies with extensive, thought-provoking end-of-chapter questions and is appropriate for a wide variety of undergraduate and graduate majors in areas such as Computer Engineering, Computer Science, Computer Information Science, Information Technology, Health Information Science, Business Management, and Political Science as well as many other areas. The complex nature of the case studies allows them to be used in a stand-alone social and professional issues course, a capstone issues course, or as individual case studies that may be woven into a variety of computing or business courses. Kaczmarczyks book contains a unique and fresh look at how people from a variety of disciplines use computing and how the use of computing impacts these individuals as well as society. Kaczmarczyks book should be a must have book for all college or university libraries. Carol L. Spradling, PhD, Associate Professor, Northwest Missouri State University

Introduction xi
Acknowledgments xix
Author xxi
Chapter 1 Poverty alleviation in the remote Peruvian Andes
1(36)
1.0 Introduction
1(2)
1.1 Systemic poverty and health problems in the villages
3(1)
1.2 A software engineering project as a response to poverty
4(1)
1.3 The many challenges of requirements gathering in the Andes
5(2)
1.4 How was trust established and the requirements gathered?
7(3)
1.5 Organizing and itemizing final requirements
10(2)
1.6 Confirming the accuracy of the requirements with all stakeholders
12(1)
1.7 Non-traditional specification development in the Andes
13(1)
1.8 Specifications: Social, cultural, technical implementation intertwined
14(4)
1.9 Requirements that led to customization
18(1)
1.10 Rapid results and concrete outcomes
18(4)
1.11 Problems and challenges
22(1)
1.12 Testimonials about the poverty alleviation project
23(3)
1.13 Lives changed: Reports and assessment
26(5)
1.14 Future and global effects of the Andean project
31(1)
1.15 Acknowledgments
32(1)
1.16 Exercises and activities
32(5)
Appendix
34(1)
Links
34(3)
Chapter 2 Improving patient care with digital image management
37(46)
2.0 Introduction
37(2)
2.1 Developmental challenges for premies
39(3)
2.2 Problems for patients when digital images are not effectively managed
42(2)
2.3 The primary technical reason for the human problems---Single vendor systems
44(2)
2.4 A typical single vendor PACS system architecture
46(2)
2.5 Initial analysis of CHOP's single vendor system problem
48(3)
2.6 The solution is clear if you know your computing history
51(2)
2.7 What is a vendor neutral archive?
53(4)
2.7.1 Communication, data management, and storage requirements
55(1)
2.7.2 Migration requirements
56(1)
2.7.3 Post-migration requirements
57(1)
2.8 Chris Tomlinson advocates for a vendor neutral archive
57(2)
2.9 Data input to the vendor neutral archive
59(3)
2.10 Retrieving data from the vendor neutral archive
62(2)
2.11 Data storage redundancy and a design to respond to system failure
64(1)
2.12 The project timeline and challenges
64(4)
2.13 Implementation: Initiation and design
68(1)
2.14 Implementation: VNA implementation
69(2)
2.15 Implementation: Migration and Go-Live
71(1)
2.16 The changes as viewed by stakeholders
72(2)
2.17 The current system status and plans for the future
74(3)
2.18 Acknowledgments
77(1)
2.19 Exercises and activities
77(6)
Appendix A Brief descriptions of some digital image producing "-ologies"
78(1)
Appendix B Brief description of selected digital imaging tests
79(1)
Appendix C Selected list of medical informatics acronyms
80(1)
Appendix D Selected common problems for premies and associated digital imaging tests
80(2)
Appendix E Resources and references
82(1)
Chapter 3 Internet voting for overseas citizens
83(32)
3.0 Introduction
83(2)
3.1 Voting: A right guaranteed by the United States Constitution
85(1)
3.2 Disenfranchisement in the United States
86(1)
3.3 Outdated ideas and technologies?
87(1)
3.4 Internet voting: Why not?
88(3)
3.5 Security and privacy: Critical technical challenges for Internet voting
91(1)
3.6 Complexity and performance: Top-down and bottom-up challenges
92(2)
3.7 Political challenges
94(1)
3.8 Initial efforts to aid overseas voters
95(1)
3.9 Prototype Internet voting
95(2)
3.10 Strategy changes: Operation BRAVO foundation and Okaloosa project
97(4)
3.11 Design and architecture of Okaloosa voting project
101(3)
3.12 Special technical considerations
104(1)
3.13 Successful outcomes of human and technical measures
105(1)
3.14 Keeping pace with Internet voting progress
106(1)
3.15 Final thoughts
106(4)
3.16 Acknowledgments
110(1)
3.17 Exercises and activities
110(5)
Appendix
113(1)
Links
113(1)
Opposition Documents
114(1)
News Articles
114(1)
Technical Reports and Letters
114(1)
Reference
114(1)
Chapter 4 Social networking and computer modeling aid sea turtles
115(36)
4.0 Introduction
115(2)
4.1 Limited resources and a seemingly limitless mission
117(1)
4.2 The challenge of gathering data and digesting it
118(2)
4.3 Computer assisted modeling supports informed decision making
120(3)
4.4 Tracking turtles by satellite to learn how they behave
123(1)
4.5 Getting the word out
124(2)
4.6 Social networking technology changes "business as usual"
126(1)
4.7 Developing effective web pages comes first
127(7)
4.7.1 The main Sea Turtle Conservancy pages
127(2)
4.7.2 The Tour de Turtles pages
129(3)
4.7.3 The Helping Sea Turtles pages
132(2)
4.8 Why STC websites are successful
134(1)
4.9 A blog on the scene
135(2)
4.10 YouTube!
137(3)
4.11 Who could ignore Facebook?
140(2)
4.12 Twitter---A work in progress
142(1)
4.13 The overall impact of social networking on the cause of sea turtle protection
143(1)
4.14 What next? Challenges and new initiatives
144(3)
4.15 Acknowledgments
147(1)
4.16 Exercises and activities
147(4)
Appendix
149(1)
Links
149(1)
Books and articles
150(1)
Chapter 5 Best practice recommendations in children's medical care
151(58)
5.0 Introduction
151(3)
5.1 Data is needed for pediatric best practice recommendations
154(1)
5.2 The Children's Hospitals neonatal consortium is formed
155(5)
5.3 The Child Health Corporation of America partners with the CHNC
160(8)
5.4 The CHCA development team
168(2)
5.5 Design and implementation strategy of the neonatal database
170(1)
5.6 Who are the CHND users?
171(1)
5.7 What is the CHND data?
172(1)
5.8 There are unique challenges to collecting medical record data
172(3)
5.9 The user data flow layer: The Abstractor's perspective
175(7)
5.10 The application data flow layer: A level below
182(1)
5.11 The transport data flow layer: Additional security
183(4)
5.12 The rationale for the architectural framework
187(1)
5.13 Special security and privacy concerns
188(1)
5.14 Beta release of the CHND
189(2)
5.15 A perspective from one of the application developers
191(2)
5.16 Nearing the end of Phase 1 implementation of the CHND
193(1)
5.17 Gearing up for Phase 2: Analytics development and quality improvement initiatives
194(3)
5.17.1 Data analysis software development at CHCA
194(1)
5.17.2 Quality improvement initiatives at the CHCA
195(1)
5.17.3 Many new initiatives for the CHNC
196(1)
5.18 Longer range technical plans and challenges for the CHND
197(1)
5.18.1 Evolving terminology standards
197(1)
5.18.2 Eliminating redundant data entry
197(1)
5.18.3 Integrating clinical and administrative databases
198(1)
5.19 Moving ahead and looking back
198(1)
5.20 Final thoughts from the system architect
198(5)
5.21 Acknowledgments
203(1)
5.22 Exercises and activities
203(6)
References
206(3)
Chapter 6 Protecting lives using the results of earthquake modeling
209(26)
6.0 Introduction
209(2)
6.1 The techno-socio challenges of earthquake science
211(3)
6.2 Scientific computing is at the heart of earthquake science
214(1)
6.3 SCEC: A techno-socio response
215(1)
6.4 Computational projects to advance earthquake understanding
215(3)
6.5 Computational simulation projects and support platforms
218(7)
6.6 Education and outreach efforts
225(1)
6.7 Concrete results of SCEC supported research
226(1)
6.8 Future challenges and plans
227(2)
6.8.1 Expanded collaborations
228(1)
6.8.2 Moving toward petascale simulations
228(1)
6.9 Concluding thoughts
229(1)
6.10 Acknowledgments
230(1)
6.11 Exercises and activities
230(5)
Appendix
232(1)
Links
232(1)
Books, handbooks, reports
232(1)
Scientific articles
232(3)
Chapter 7 When following your passion means forming your own business
235(42)
7.0 Introduction
235(1)
7.1 Discovering the potential of the iPod in education
236(1)
7.2 Mobile devices leverage learning style preferences
237(2)
7.3 The first iPod touch application: 5 Pumpkins
239(2)
7.4 Keeping up with the latest mobile devices
241(3)
7.4.1 iPod touch
242(1)
7.4.2 iPad
242(1)
7.4.3 iPhone
243(1)
7.4.4 Android platform
243(1)
7.4.5 Windows Phone
243(1)
7.4.6 BlackBerry Torch
244(1)
7.5 Mobile devices support how people learn effectively
244(2)
7.6 Thinking like a business owner---Strategically
246(4)
7.7 Critical first business decisions
250(2)
7.8 Becoming an Apple developer
252(2)
7.9 First software application officially launches
254(1)
7.10 More applications follow
255(4)
7.11 DevelopEase: Behind the scenes at a start-up company
259(3)
7.11.1 Financial considerations
260(1)
7.11.2 Task delegation
261(1)
7.12 The challenges of introducing new software into the public schools
262(2)
7.13 Concrete accomplishments for DevelopEase
264(5)
7.13.1 Workshops and trainings
264(2)
7.13.2 Classroom example: Bakersfield, California
266(2)
7.13.3 Examples closer to home
268(1)
7.14 Future plans for DevelopEase
269(4)
7.15 Acknowledgments
273(1)
7.16 Exercises and activities
274(3)
Appendix
276(1)
Web resources
276(1)
Book resources
276(1)
Index 277
Lisa C. Kaczmarczyk is currently an external evaluator on National Science Foundation-funded research projects. She has over 18 years of experience teaching and researching applied learning theory in computer science education. Dr. Kaczmarczyk is a member of the ACM Education Council and an associate editor of ACM Inroads. She earned a Ph.D. from the University of Texas at Austin, masters degrees from the University of Oregon and Northeastern University, and a B.A. from Tufts University. You can access her blog at http://computing4society.blogspot.com
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