Warkentin Review, Dis/integrating animals

Computing Reviews

"Dis/integrating animals: ethical dimensions of the genetic engineering of animals for human consumption" Warkentin T.AI & Society 20(1): 82-102, 2005

IT professionals should be reflecting on this piece to answer questions of identity. What we are as humans is more typically posed to technologists by thinkers such as George Dyson who argues that machines, specifically computers, will evolve beyond humans. On the other hand, Warkentin provocatively claims that we become less human by genetically altering animal bodies.

The question is: are we becoming something beyond human because of our machines or is genetic engineering robbing us of our humanity?

Warkentin ranges over feminism, biology, and philosophy to lament that genetic technologies engineer impure food and ending the suffering of animals through genetic modification diminishes both animals and humans. Warkentin reveals a secular sensibility for long-standing religious issues of identity, purification, and suffering.

Religions generally maintain that food or anything that enters the body may pollute. Indeed, contamination by polluted food is a pervasive danger, typically involving intricate avoidance principles which Orthodox Judaism, particularly kosher rules, artfully articulates.

In the classic work Purity and Danger (1966) Mary Douglas focuses on pollution with a cogent analysis of food taboos. Religions outline an agenda for congregants to follow maintaining their sense of identity. Warkentin maintains that human identity is diminished or defiled by eating genetically engineered food, what Douglas introduces as “dirt.”

But that ingesting a given food which has a spiritually polluting quality independent of our post-modern cultural context does not seem to be based on an objective fact. Warkentin ultimately does not demonstrate how genetically modified food pollutes us.

www.phillyfuture.org

A comprehensive site providing news and views for Philadelphia and its surrounding area.

AP Gov't, Dash for Democracy, 4 November 2006, http://www.dashfordemocracy.org/

Who We Are
The spirit of the Dash is to build a better democracy, which in turn leads to a better government. Seventy believes that when citizens take an active role in what’s going on in their neighborhood, community, and city, they have the power to make positive changes and have real impact. To accomplish these objectives, the work of the Committee includes the following:
Developing an informed and active electorate through non-partisan, educational means, such as teaching citizens on how to run for office;
Researching and disseminating information regarding City policy, politics, and public officials;
Encouraging and aiding public officials in the performance of their duties through such means as research-based governance studies;
Investigating illegal action, misconduct, and inefficiency in government and the elections process, and taking appropriate action thereon, initiating litigation when necessary;
Informing and educating the public about civic affairs of current importance, including municipal finance, interpretation and observance of the City Charter, and other related matters.

Review: IT Professionals as Organizational Citizens

#48792:2.0.0
Due: 05/29/06
IT professionals as organizational citizens
Moore J., Love M. Communications of the ACM 48(6): 88-93, 2005. Type: Article
Project And People Management (K.6.1...); Organizational Impacts (K.4.3...); Occupations (K.7.1...)
Human factors

"IT Professionals as Organizational Citizens"

IT workers exhibit significantly less OCB (Occupational Citizenship Behavior) than non-IT workers. This is the major finding of this work. Five types of OCB (altruism, courtesy, sportsmanship, civic virtue, and conscientiousness) are measured in this study. "Investigations of a situational factor--fairness perception--as a predictor of OCB has been . . . fruitful" (90).

People seem to feel that if the exchange between themselves and their organization is positive, than their OCB will be enhanced. Procedural justice within an organization, or the perceived fairness of policies and procedures, how company policies are undertaken, and the dignity and respect with which they are communicated are critical factors. Alarmingly, IT is plagued by significantly lower management trust and faith in procedural justice than their non-IT colleagues.

Some of the results in this study are not surprising. A fair amount of working life is similar to what you find in other fields. People don't work particularly hard if they are only working for the money, especially if they do not feel like they are being treated fairly. The hazard for the IT field though is that the potentially devastating consequences of not helping others are acute in IT work. IT workers need to be proactive in stymieing malware, viruses, security issues and a whole host of threats. If they are not helpful these threats proliferate. The authors do not report this fact though it does seem to be a central implication of their important research.

WH, Test Make-up Question

Essay Question: 17 points
In detail, describe Hitler's rise to power in Germany.

Televised final Mock Trial info

If you are interested in watching the Final trial from the Mock Trial Competition please visit the PCN website, www.pcntv.com to find your local listing. PCN will be airing the trial one last time on Saturday, April 22nd at 8:00 p.m.

WH, Unit 7, Library Assignment, Ch. 27, Sec. 1 The Stage Is Set

Unit 7 World Wars and Revolution
Library Assignment

Read #1-5, pp. 690-691.

Chapter 27 World War I and Its Aftermath

Section1 Answer the question:
Caption, p. 693

Section1 The Stage Is Set

B) Answer the questions:
Caption, p. 695
Parallels, p. 696
Vocabulary, p. 694

C) Use the boldface heading to construct an outline. Identify the major causes of international tension in the early 1900s. Under each major cause, leave space to fill in supporting details. Write specific examples and supporting details under the appropriate head.

D) Review the outline and rank the causes of international tension from the most significant to the least significant.

WH Ch. 26 Sec. 5 Impact of Imperialism, Library Assignment

Chapter 26 Section 5 Impact of Imperialism
Library Assignment

a) Read the Guide for Reading (Questions, p. 678)

b) Answer the questions:
Cause & Effect Chart, p. 679
Caption, p. 681

c) Imperialism Concept Chart:

Construct a concept chart illustrating the impact of imperialism. The chart should show the effects of imperialism on both the colonies and the Western powers that ruled them. First, draw the skeleton of the concept chart. At the center, in a circle or box, write “Impact of Imperialism.” Draw several lines leading away from the central box or circle. Label a circle or box at the end of the line with each of the following categories.

Economics
Culture
Politics
International Relations
Others?

Write out additional lines from each of the concepts or branches and write in specific effects that pertain to each category.

d) Focus of assignment
Students should now be able to write generalizations about the impact of imperialism.

WH, Extra Credit offer

6 April 2006

Tutoring began on Monday and I will forward a list of students to Guidance who will be attending. However, if you attend now, and voluntarily, you will earn an Extra Credit point each day that I verify you attended.

There are Library Assignments posted on my blog site, in addition to Homework that you can work on.

You will receive no Extra Credit if you are in Detention instead of attending Tutoring, or, after you are called to Guidance and required to attend.

WH, Library Assignment, Ch. 26 Sec. 4 Economic Imperialism in Latin America

Chapter 26 Section 4 Economic Imperialism in Latin America
Library Assignment

a) Read the Guide for Reading (Questions), p. 673

b) Define the Vocabulary terms:
Regionalism
Caudillo
Economic dependence
Peonage

c) Answer the questions:
Caption, p. 673
Parallels, p. 675
Map, p. 676

d) Outline the general problems that hindered the development of Latin America. Make reference to political problems, economic problems, social problems, the effects of past colonialism, and the influence of the U.S. Use Mexico as a case study. Find specific examples in Mexican history of the general problems that are cited in outline form.

Summary

Students should be able to describe a problem that Latin American nations faced in the 1800s. Mexico is the best test case.

WH, Library Assignment, Ch. 26 Sec. 3 Self-Rule for Canada, Australia, and New Zealand

Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand
Library Assignment


A) Read the Guide for Reading, p. 667

B) Define the Vocabulary Terms (p. 667):
Indigenous
Penal colony

C) Answers the questions in the sections below:
Caption, p. 668
Map, p. 669
Caption, p. 671

D) Then, in three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.

WH, Library Assignment, (Some) Terms to review for Assessment, 29 March 2006

Library Assignment
29 March 2006
(Some) World History Terms to Review for Assessment
Find and define the following:

Ideologies

Universal manhood suffrage

Autonomy

Conservatives

Liberals

Nationalists

Greeks

Charter of French Liberties

Charles X

Louis XVIII

Louis

Louis Napoleon

Louis Kossuth

Frankfurt Assembly

Peninsulares

Creoles

Mestizos

Mulattos

WH, Library Assignment, 28 March 2006, Ch. 24 Sec. 4 Expansion of the US

WH, Library Assignment, 28 March 2006
Ch. 24, Sec. 4 Expansion of the U.S.

A) Define the Vocabulary words:
Segregation
Isolationism

Write out the answers to:
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627

B) Archaeological teams of the 23rd Century

As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
You should list at least two items that it might find for their assigned topic. Then, write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.

Library Assignment Focus
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.

WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 Mar. 06

WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 March 2006

Write a three-part outline:
· Reasons for Imperialism
· Reasons for European Success
· Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline. Each major idea should be supported by specific facts or examples.

Use the Guide for Reading (Questions, p. 635); then, answer the questions:

Caption, p. 636
Map, p. 638

WH, Library Assignment, 24 March 2006

24 March 2006
Library Assignment

Ch. 24 Growth of Western Democracies
(1815-1914)

A) Answer the questions to the following:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.

Section 1 Britain Becomes More Democratic

B) Then,

1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.

C) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:

Political Conditions
Social Conditions
Economic Conditions

D) Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.

Review of "A Companion to Nietzsche," ed. Keith Ansell Pearson

This is a worthwhile collection that portrays many of the most preeminent Nietzschean scholars in Europe and in the United States. This volume adds to an excellent series in philosophy by Blackwell Publishing. There is a moving array of Nietzsche scholars who represent a plethora of approaches to Nietzsche. Following the two practical introductions to Nietzsche's life, philosophy, and style, the varied essays address the most familiar Nietzschean themes, as well as important but more neglected ones, such as Nietzsche’s notion of science. There are major sections on Art, Nature, and Individuation; Nietzsche’s Philosophy of the Future; Philosophy of Mind; Philosophy and Genealogy; Ethics; Politics; Aesthetics; and Evolution and Life. Moreover, there are innovative treatments of Nietzsche’s core and enigmatic ideas such as eternal recurrence, the will to power, and the overhuman. Interestingly woven together are Nietzsche’s published and unpublished Nachlass. Among the contributors are a stimulating selection of scholars and new writers on Nietzschean themes. The reliable Keith Ansell Pearson edited the volume with contributions by Jill Marsden, Babette E. Babich, Volker Gerhardt, Kathleen Marie Higgins, Laurence Lampert, Richard Schacht, Andreas Urs Sommer and Paul J. M. van Tongeren.

WH, Ch. 24, Sec. 4 Expansion of the U.S.

World History Chapter 24 Section 4 Expansion of the U.S.

Ch. 24 Section 4 Expansion of the United States

Guide for Reading (Questions, p. 622)
Vocabulary
Segregation
Isolationism

Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627

1. Lesson Plan Focus

During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.

2. In-Class Instruct, Archaeological teams of the 23rd Century

As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.

3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.

HW
Section 4 Review
#1-5
Extra Credit #6-7

Reading Bonhoeffer: Link for reading and reflection

http://www.luthersem.edu/word&world/Archives/2-3_Human%20Venture/2-3_Burtness.pdf

WH, Ch. 24, Growth of Western Democracies, Sec. 1 Britain Becomes More Democratic

World History, Chapter 24 Growth of Western Democracies, Section 1 Britain Becomes More Democratic

Ch. 24 Growth of Western Democracies
(1815-1914)

Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.

Section 1 Britain Becomes More Democratic

1. Lesson Plan Focus

As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.

2. Instruct

1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.

2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:

Political Conditions
Social Conditions
Economic Conditions

3. Close

Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.

HW
Section 1 Review
#1-4, Extra Credit 6-7.

AP Gov't Wilson Interest Groups

Interest Groups, Wilson, Chapter 7

Instructional Objectives

1. Explain why the characteristics of American society and government encourage a multiplicity of interest groups.

2. Indicate the historical conditions under which interest groups are likely to form and specify the kinds of organizations Americans are most likely to join.

3. Describe relations between leaders and rank-and-file members of groups, including why the sentiments of members may not determine the actions of leaders.

4. Describe several methods that interest groups use to formulate and carry out their political objectives, especially the lobbying techniques used to gain public support. Explain why courts have become an important forum for public interest groups.

5. List the laws regulating conflict of interest and describe the problems involved with revolving door government employment. Describe the balance between the First Amendment's freedom of expression and the need to prevent corruption in the political system.

Text Outline

I. Explaining proliferation

A. Why interest groups are common in America
1. Many kinds of cleavages in the country
2. Constitution makes for many access points to government
3. Political parties are weak so interests work directly on government
II. The birth of interest groups
A. Periods of rapid growth
1. Since 1960, 70 percent established their D.C. office
2. 1770s-independence groups
3. 1830s, 1840s-religious, antislavery groups
4. 1860s-trade unions, grange, fraternal organizations
5. 1880s, 1890s-business associations
6. 1900-1920-business and professional associations, charitable organizations
7. 1960s environmental, consumer, political-reform organizations
B. Factors explaining rise of interest groups
1. Broad economic developments create new interest
a. Farmers produce cash crops
b. Mass-production industries begin
2. Government policy itself
a. Wars create veterans, who demand benefits
b. Encouraged formation of American Farm Bureau Federation, professional associations
3. Emergence of strong leaders, usually at certain times
4. Expanding role of government
III. Kinds of organizations
A. Institutional interests
1. Defined: individuals or organizations representing other organizations
2. Types
a. Business firms: example, General Motors
b. Trade associations
3. Concerns-bread-and-butter issues of concern to their clients
a. Clearly defined, with homogeneous groups
b. Diffuse, with diversified groups
4. Other interests-governments, foundations, universities
B. Membership interests
1. Americans join some groups more frequently than in other nations
a. Social, business, professional, veterans', charitable-same rate as elsewhere
b. Unions-less likely to join
c. Religious, political, civic groups-more likely to join
d. Greater sense of political efficacy, civic duty explain tendency to join civil groups
2. Most sympathizers do not join because benefits flow to nonmembers too
C. Incentives to join
1. Solidary incentives-pleasure, companionship (League of Women Voters (LWV), NAACP, Rotary, Parent-Teacher Association, American Legion)
2. Material incentives-money, things, services (farm organizations, AARP)
3. Purposive incentives-goal /purpose of the organization itself
a. Though group also benefits nonmembers, join because:
Passionate about goal
Strong sense of civic duty
Cost of joining minimal
b. Ideological interest groups-appeal of controversial principles
c. Public interest groups-purpose principally benefits nonmembers
d. Engage in research and bring lawsuits, with liberal or conservative orientation
e. Publicity important because purpose groups are influenced by mood of the time
D. The influence of the staff on interest group policy stances
1. Staff influences if solidarity or material benefits are more important to members
2. National Council of Churches and unions are examples
IV. Social movements produce groups that rely on purposive incentives
A. Social movement is a widely shared demand for change
B. The environmental movement
C. The feminist movement; three kinds
1. Solidary-League of Women Voters (LWV), Business and Professional Women's Federation (widest support)
2. Purposive-NOW, NARAL (National Abortion Rights Action League) (strong position on divisive issues)
3. Caucus-National Women's Political Caucus (NWPQ) - (material benefits)
D. Unions left after social movement died
V. Funds for interest groups
A. Foundation grants
1. Ford Foundation and liberal public interest groups
2. Scaife foundations (conservative foundation) and conservative public interest groups
B. Federal grants and contracts
1. National Alliance for Business financed summer youth job programs
2. Jesse Jackson's PUSH (community development organization)
C. Direct mail
1. Unique to modern interest groups through use of computers
2. Common Cause a classic example
3. Techniques
a. Teaser
b. Arouses emotions
c. Famous-name endorsement
d. Personalization of letter
VI. The problem of bias
A. Reasons for belief in upper-class bias
1. More affluent more likely to join
2. Business/professional groups more numerous; better financed
B. Why these facts do not decide the issue
1. Describe inputs but not who eventually wins or loses
2. Business groups often divided among themselves
C. Important to ask what the bias is
1. Many conflicts are within upper-middle class, political elites
2. Resource differentials are clues, not conclusions
VII. The activities of interest groups
A. Supplying credible information
1. Single most important tactic
2. Detailed, current information at a premium
3. Most effective on narrow, technical issues-will see link to client politics
4. Officials also need cues regarding what values are at stake
5. Rating systems
B. Public support
1. Insider strategy previously most common-face-to-face contact between lobbyist and member or Hill staff
2. Increasing use of outsider strategy-grassroots mobilization of the issue public
3. Politicians dislike controversy, so work with those they agree with
4. Lobbyists' key targets: the undecided legislator or bureaucrat
5. Some groups attack their likely allies to embarrass them
6. Legislators sometimes buck public opinion, unless issue important
7. Some groups try for grassroots support
a. Saccharin issue
b. Dirty Dozen environmental polluters - 31 legislators with "Bad voting records" on the environment. Noted by the Interest Group, Environmental Action, only 7 survived in office.
C. Money and PACs
1. According to text, money is least effective way to influence politicians
2. Campaign finance reform law of 1973 had two effects
a. Restricted amount interests can give to candidates
b. Made it legal for corporations and unions to create PACs
3. Rapid growth in PACs has not led to vote buying
a. More money is available on all sides
b. Members of Congress take money but still can decide how to vote
4. Almost any organization can create a PAC
a. Over half of PACs sponsored by corporations, one-tenth unions, and remainder varied
b. Recent increase in ideological PACs; one-third liberal, two-thirds conservative
5. Ideological PACs raise more but spend less due to cost of raising money
6. In 1992 and 1994, unions and business/professional organizations gave the most
7. Incumbents get most PAC money
a. Labor PACs almost exclusively give to Democrats
b. Business PACs split money between Democrats and Republicans
c. Democrats get most PAC money (Remember, Wilson is a conservative, where is the proof??)
8. PAC contributions small
9. Text states that there is no systematic evidence PAC money influences votes in Congress (Hmm, not even big tobacco or the NRA??? Well, its not systematic but I think the influence is clear!)
a. Most members vote their ideology and with their constituents
b. When issue of little concern to voters and ideology with little guidance, slight correlation but may be misleading
c. PAC money may influence in other ways, like access or committee actions
d. PAC money most likely to influence client politics
D. The revolving door
1. Promise of future jobs to officials
2. Few conspicuous examples of abuse
E. Trouble
1. Disruption always part of American politics
2. Used by groups of varying ideologies, etc.
3. Better accepted since 1960s
4. History of "proper" persons using disruption-suffrage, civil rights, anti war movements
5. Officials dread "no-win" situations
VIII. Regulating interest groups
A. Protection by First Amendment
1. 1946 Federal Regulation of Lobbying Act accomplished little in requiring registration
a. Supreme Court restricted application to direct contact
b. Grassroots activity not restricted
c. No staff to enforce law
2. 1995 act provided a broader definition of lobbying
a. Requires reports twice a year, including client names, expenditures, issues
b. Still exempted grassroots mobilization
c. No enforcement agency established, but Justice Department may take action
d. Tax-exempt, nonprofit organizations cannot receive federal grants if they lobby
B. Other significant restraints
1. Tax code; nonprofits lose tax-exempt status
2. Campaign-finance laws limit PAC donations

Important Terms

cue (political) A signal, frequently provided by interest groups, that tells a politician what values are at stake in an issue and how that issue fits into his or her own set of political beliefs.

direct mail A mailing from an interest group focused at a specialized audience whose purpose is both to raise money and mobilize supporters.

Federal Regulation of Lobbying Act of 1946 A law which required groups and individuals seeking to influence legislation to register with the secretary of the Senate and the clerk of the House of Representatives. Quarterly financial reports on expenses were also to be filed. Note new reform legislation (1995) was more stringent.

ideological interest group An organization that attracts members by appealing to their interests on a coherent set of controversial principles.

incentive Something of value offered by mass-membership organizations to get people to join; it is a benefit exclusive to members.

institutional interests Individuals or organizations representing other organizations.

interest group An organization that seeks to influence public policy.

lobby A group that attempts to influence legislation through direct contact with members of the legislative or executive branches.

lobbyist A person attempting to influence government policy on behalf of a lobby.

material incentive Something tangible, such as money or services, which attracts people to join mass-membership organizations.

membership interests A type of interest group that represents the interest of its members.

pluralistic political system A description of the American political system, once used by scholars, contending that the policy-making process encompasses the effective competition of interest groups. This account is generally considered wrong, or at least incomplete.

political action committee An organization which finances candidates and may lobby. Such organizations can contribute no more than $5,000 to a federal candidate in any election.

public-interest lobby An interest group whose principal purpose is to benefit nonmembers.

purposive incentive An incentive to join a mass-membership organization based on the appeal of the group's goal.

ratings A type of cue supplied by some interest groups that ranks legislators on their degree of support for a particular cause, such as unions or the environment. These can be helpful sources of information, but are often biased.

social movement A widely shared demand for change in some aspect of the social or political order.

solidary incentive An inducement to join a mass-membership organization based on the sense of pleasure, status, or companionship derived from membership.