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Investigating Cyber Law and Cyber Ethics: Issues, Impacts and Practices

Issues, Impacts and Practices

Ethical values in computing are essential for understanding and maintaining the relationship between computing professionals and researchers and the users of their applications and programs. While concerns about cyber ethics and cyber law are constantly changing as technology changes, the intersections of cyber ethics and cyber law are still underexplored. Investigating Cyber Law and Cyber Ethics: Issues, Impacts and Practices discusses the impact of cyber ethics and cyber law on information technologies and society. Featuring current research, theoretical frameworks, and case studies, the book will highlight the ethical and legal practices used in computing technologies, increase the effectiveness of computing students and professionals in applying ethical values and legal statues, and provide insight on ethical and legal discussions of real-world applications.

Featuring current research, theoretical frameworks, and case studies, the book will highlight the ethical and legal practices used in computing technologies, increase the effectiveness of computing students and professionals in applying ...

The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students

Despite a lack of empirical support for the effectiveness of sustained silent reading (SSR) in the literature, the practice of providing time for students to read materials of their own choosing during the school day is still offered in many classrooms today (Block & Mangieri, 2002; Nagy, Campenni, Shaw & Shaw, 2000; Pressley, Rankin & Yokoi, 1996). While many of the previous studies investigated a traditional version of SSR, where the teacher served as a model by reading silently during the period, this research also explores the effectiveness of an instructional version of SSR, known as Instructional Sustained Silent Reading, with five classrooms of third and fourth grade students. The essential elements of ISSR include teacher and student booksharing and weekly student-teacher conferences that focus on student interests and needs. A concurrent nested mixed methods research design was used to measure effects on reading achievement and reading motivation, as well as to explore the experiences of students and teachers as they were involved in both the traditional SSR and ISSR models of independent reading. The results indicate that students from both groups valued the opportunity to read for their own purposes during the school day and appreciated the choice and variety of books offered. Students involved in the ISSR model, particularly those who were low achieving or demonstrated low motivation for reading, benefited from the individualized support of the teacher during the weekly conferences and booksharing opportunities. For some of these students, a change was evidenced in their goal orientations, with a newfound perception of reading as a personally engaging activity (a mastery goal orientation) rather than as a teacher-controlled activity (performance orientation).

of unfamiliar words and for comprehending difficult passages or text structures
are best learned through explicit instruction and practice in using the skills in
extended texts (Block, 1993; Bauman & Ivey, 1997). When proficient in using
decoding ...

A Budgeting Guide for Local Government

This edition of A Budgeting Guide also integrates portions of the 2005 A Revenue Guide for Local Government, providing a review of available revenue options, including sales and excise taxes, impact charges, and fees for service.

Fiqh muamalah

  • ISBN 13 : 9789794218976
  • ISBN 10 : 9794218979
  • Judul : Fiqh muamalah
  • Pengarang : H. Hendi Suhendi,  
  • Kategori : Islamic law
  • DDC : 2X4
  • Bahasa : en
  • Edisi : Ed 1-2
  • Penaklikan : xviii, 344 hlm.;21 cm
  • Tahun : 2002
  • Halaman : 343
  • Halaman : 343
  • Google Book : http://books.google.co.id/books?id=ANnWNwAACAAJ&dq=intitle:Fiqh+Muamalah+III&hl=&source=gbs_api
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