Ethical Issues of Robots in Society Essay

Ethical Issues of Robots in Society Essay Free Online Research Papers Robots grow more and more capable all the time. Their abilities to see and comprehend the world around them are also increasing at a rate that far exceeds the scientific world’s initial expectations. With products like ASIMO from Honda, it is clear that robots are making their way out of the lab and into the hands of consumers. It is obvious that the ethical issue of machine slavery is relatively abstract. However, the real ethical questions that revolve around robots are their impact upon human society. Clearly, low skilled labor will experience the side effects of having their jobs replaced by machines. Thus leaving society with an over abundance of people with outdated skills and little education to fall back on. This could result in a serious economic and social backlash. There is also the ethical question of how is a robot to be treated on a day to day basis. It sounds silly, but is it ethical to turn your robot off? Consider the flip side, maybe it is more unethical to leave your robot turned on for too long. These two questions lead us to ask at what point does a household device become worthy of moral protection. By moral protection, one means a societal sense of it being wrong for one to intentionally damage or injure the machine. This would closely resemble a machine version of animal cruelty laws. Most researchers believe that robots are nowhere near a point to which they are advanced enough to even raise these questions. However, society has witnessed the result of not dealing with moral and ethical questions until the last minute or even after the fact on many occasions. How interesting it would be, to do something right from the beginning, before problems arise. Most would agree that intentionally beating or breaking a robot is more a damage of property issue, than a moral, life-entity one. However, this is probably going to be the first real ethical question that arises with the coming of the robotic age. Where does the line get drawn between a device used for work and something that deserves moral protection? A lot of what sets machines apart from animals in our psychological profile of them. Machines do not cry, show signs of distress, injury, nor do they act to avoid them. It is likely that robotic entities will be endowed with highly advanced self-preservation instincts programmed into them. Robots are expensive, and nobody wants their costly investment throwing itself into a pool one night after a hard day of labor. These programs will require a kind of internal, negative feedback system to harmful situations. Biological life forms have a sense of pain; it is our internally wired system that reacts to negative stimulus. Most intelligent robots today have some rudimentary form of self-preservation such as an aversion to dropping off an edge. Even more advanced robots can identify areas they had difficulty performing in, remember where it was, and in the future avoid it. Pattern matching is common as well, so as to actually predict what areas will be met with difficulty, and avoid them entirely, without actually encountering it. Perhaps as a result of the universally understood sense of pain, we have moral codes that believe it wrong to cause pain. Is it wrong to smash a robot appendage with a hammer? What if this machine has been endowed with a system that actively tries to avoid such situations, yet you were was able to overcome it? The machines of today and the very near future stand at the blurry boundary of simple machinery and the neurological functionality equivalent to insects, reptiles, birds and even some simple mammals. They are intended to operate and interact with us in the real world much as these natural creatures, yet with a set purpose in mind. The question is how long can we push off dealing with moral and ethical issues that relate to creating life like organisms. Research Papers on Ethical Issues of Robots in Society EssayBionic Assembly System: A New Concept of SelfMoral and Ethical Issues in Hiring New EmployeesRelationship between Media Coverage and Social andGenetic EngineeringDefinition of Export QuotasIncorporating Risk and Uncertainty Factor in CapitalMarketing of Lifeboy Soap A Unilever ProductResearch Process Part OneTrailblazing by Eric AndersonEffects of Television Violence on Children

Lewis and Clark's Expedition Essay Example | Topics and Well Written Essays - 250 words

Lewis and Clark's Expedition - Essay Example Lewis, Clark and the rest of their crew recorded journals of their findings; in addition to setting up trade and diplomatic relations with the Indians they encountered (Bergon 1). Additionally, they were able to describe the landscape’s architecture as well as the new creatures they encountered. William Clark also drafted a series of remarkably useful maps named rivers, creeks as well as other useful spots for future expeditions. Subsequent explorers largely relied on these maps (Ambrose 511). Additionally, the expedition is reputed as having shaped a crude route to the Pacific waters and hence marked the initial pathway for new nation to extend westwards from ocean to ocean (Allen 366). Sanctioning the exhibition has extensively shaped the way Jefferson is viewed. He not harbored expansionist policies but was also a calculating leader bent on understanding new area before fully venturing. Further, it would not be far-fetched to argue that Jefferson was keen on opening up new trade routes that would be beneficial to the

Pedagogy and Practice Essay Example | Topics and Well Written Essays - 1500 words

Pedagogy and Practice - Essay Example nt paramount views of a community, in that case it can be useful to have such standards to study the assumptions, ethics, and attitude of teaching, learning, and teacher education. The National Science Teachers Association Standards writers describe a model of pedagogy known to teachers and teacher educators. This model consists of: actions and plans of teaching, organization of classroom practices, providing for varied student requirements, appraisal and completion of learners past ideas, and conversion of thoughts into realistic bits. (National Science Teachers Association, 1998) These well-known concepts were evidently explained in Borko and Putnams (1996) review of literature on learning to teach (Watson, & Konicek, 1990). Shulman (1986) came up with a new agenda for teacher education by launching the notion of pedagogical content knowledge (PCK). Instead of viewing teacher education from the perspective of content or pedagogy, Shulman said that teacher education programs should merge these two knowledge bases to more efficiently organize teachers. Pedagogical content knowledge project researched how a beginner in teaching obtained new understandings of their content, and how these new understandings influenced their teaching. These scholars explained pedagogical content knowledge as the knowledge formed by the blend of subject matter knowledge, pedagogical knowledge, and knowledge of background. Teachers differ from biologists, historians, writers, or educational researchers, not by their subject matter knowledge, but in how that information is planned and used. For instance, skilled science teachers’ knowledge of science is prepared from a teaching outlook and is used as a basis for helping s tudents whereas; scientist’s knowledge is structured from a research perspective. The use of PCK as an issue for research and debate about the nature of a proper knowledge base for developing future science teachers has progressively improved as its inception. (NRC,

Leadership Assignment Example | Topics and Well Written Essays - 500 words - 3

Leadership - Assignment Example Leadership is accompanied by several goals as stated below; There are several leadership styles, Leadership is less regarding your personal needs, and more concerning the needs of the individuals and the association you are governing or leading. These Leadership styles are not things to be tried out on like lots of suits, to observe which fits. somewhat, they should be tailored to the meticulous demands of the state of affairs, the particular necessities of the people concerned and the meticulous challenges in front of the association. Democratic is my best style of leadership (Monopoli, 2013). This style draws on individual’s knowledge as well as skills, and creates a cluster commitment to the consequential goals. It works finest when the course which the association should take is indistinct, and the leader wishes to tap the combined wisdom of the cluster. I like using democratic style of leadership most of the time because it always the best when compared to the others.

Impermanence and Death in Sino-Japanese Philosophical Context :: Philosophy Buddhism Papers

Impermanence and Death in Sino-Japanese Philosophical Context This paper discusses the notions of impermanence and death as treated in the Chinese and Japanese philosophical traditions, particularly in connection with the Buddhist concept of emptiness and void and the original Daoist answers to the problem. Methodological problems are mentioned and two ways of approaching the theme are proposed: the logically discursive and the meditative mystical one, with the two symbols of each, Uroboros and the open circle. The switch of consciousness is suggested as an essential condition for liberation of the Ego and its illusions. Rational logic as well as the sophisticated meditative ways of selflessness and detachment are suggested when treating the Chinese and Japanese philosophical notions, and examples of the discussed topics from the texts given. The instructive seventh chapter of the classical Daoist work, Lie Zi, is analyzed in detail and put into contrast with the answers given to that problem in the Greco-Judeo-Christian tradition. When reflecting on immortality, longevity, death and suicide, or taking into consideration some of the central concepts of the Sino-Japanese philosophical tradition, such as impermanence (Chinese: wuchang, Japanese: mujo), we see that the philosophical methods developed in the Graeco-Judaeo-Christian tradition might not be very suitable. On the other hand, it is instructive to put them into contrast with the similar themes developed in the Graeco-Judeo-Christian tradition, since these problems present a challenge for a redefinition of "philosophy" which has traditionally regarded itself as a European (and in an even less acceptable variation as a "Western") phenomenon and therefore today the very borders of philosophical discourse known in European history as "philosophia" are reexamined (affected). By rethinking the history of philosophy as a single narrative, one might come closer to the movements related to the levels of consciousness that were activated in philosophical undertakings in various Asian philosophical schools. In this regard Japanese and Chinese philosophical traditions might be instructive, since from the beginning through the various stages of their development they have attempted to put into words the inexpressible. The awareness of the insufficiency of words brought many original solutions. In the Song dynasty, for instance China produced a variety of diagrams (tu), by which the philosophers and practitioners represented their theories, which often arose on the basis of meditation techniques and could not be fully transmitted by means of language alone. The illustration of the nine step process (known in Japan as kuso) is one such representation and it is taken here as a starting point for approaching the concept of impermanence and death in the Japanese phil osophical

Why Global Warming Isn’t Real

Global climate change has been an issue for decades and so people are trying to stop it by going green and blaming carbon dioxide for the cause because there has been an increase of it. The truth is, it is not real. People get tricked into thinking global warming is real and the media makes a big deal about it and because people rely on the media for what is going on, and they believe what they say. That it is why they want them to get fuel efficient cars and energy star products along with solar and wind power to lessen the reliance on fossil fuels to help stop global warming. A lot of research has been done to show that carbon dioxide does not affect global warming. Scientists believe global warming is real based on the data that has been collected over the years. Tim Pawlenty had two claims on global warming, the first one is that evidence points toward climate change being natural and not a man made phenomenon. The U. N. Intergovernmental Panel on Climate Change (IPCC) said that over the past 50 years, global warming was observed as human induced emissions such as the burning of fossil fuels like gasoline in our cars and clearing forests. The IPCC also claims that between 1995 and 2006, eleven of the twelve years were the warmest years on record. The second claim that Pawlenty made is that science about causes of climate change is dispute. The 2010 survey showed that of 1,372 scientists surveyed, 97-98% of them said that humans are to blame for on climate change. This was published in the Proceedings of the National Academy of Sciences which is the official publication of the US National Academy of Sciences. (Holan, Angie Drobnic, and David G. Taylor) There are a lot of facts and research as well to show why global warming is something that people are overreacting to. The Berkley Earth Surface Temperature (BEST) showed that the worldwide temperatures have increased only by 1degree Celsius since 1950 while also showing that in the past decade, the temperature has been unchanged. Anthony Watts analyzed the US temperature data from the National Oceanic and Atmospheric Administration (NOAA) National Climate Data Center and found some stunning results. He said that the Earth is cooling and not warming and broke down the data into winter, summer and annual temperatures in nine different regions. Every region has shown a drop in temperature for the winter, ranging from -1. 3 to -8. 4 degrees Fahrenheit in the west and east north central regions respectively. for the summer, five of the nine regions have negative temperature trends falling 1. 95 degrees in the northwest region. Only the northeast region has shown positive temperature trends for the annual temperatures. (Tennant, Michael) The IPCC has no creditable evidence that the Earth is warming like t hey claim. In fact, 17,000 scientists signed a petition saying that there is no convincing evidence that global warming exists. Satellite readings from the troposphere show that there is no warming since they started being used for the past 23 years. These are very accurate in taking temperature readings. The only data that shows there is global warming is the land base stations. With the heating and emissions from vehicles, The data collected shows that human error is factored in therefore would have scientists believe it is real. The efforts to reduce the greenhouse emissions s very costly and it would not stop the climate from changing. Reducing the carbon dioxide to the 1990’s levels within the next couple years requires higher energy taxes and regulations. This will cause 2. million jobs lost and $300 million in annual economic output. The household income nationwide will drop almost $3,000 therefore causing the state revenue taxes to fall almost $93 billion due to less taxable earned income and sales along with lower property values. Over 80% of the carbon dioxide increase in the 20th century was after 1940. Most of the temperature increase happened before 1940 and between the 40’s and mid 70’s, the car bon dioxide increased dramatically as the Earth was cooling. Water vapor is considered a major greenhouse gas and accounts for 95% of any greenhouse effect. According to the Journal Science in 1982, termites produce ten times more carbon dioxide than all the factories and vehicles alone. (Edmund Contoski) There are a lot of facts on why global warming is true, but the evidence does not confirm it. The data that was collected from the US government shows that the Earth is cooling and not warming. Carbon dioxide is not to blame for increasing global warming. All the research that was done on monitoring temperatures and carbon dioxide show that the Earth is not warming and humans are not to blame and it is only natural.

Adult Arts Learning Essay - 2217 Words

Adult Arts Learning The motivations and objectives of both providers and participants in adult arts learning are diverse. Adult educators seeking to foster transformative learning invoke the role of imagination in developing new perspectives; they view the arts as a way of engaging adults in imaginative exploration of themselves and their relationship to the world (Dirkx 2000; Kazemek and Rigg 1997). In adult literacy education, analysis of paintings and poems can be a means of developing visual and linguistic acuity, critical thinking, and aesthetic judgment (Dreybus 2000; Kazemek and Rigg 1997). Greene (in Elias, Jones, and Normie 1995) speaks of aesthetic education as a form of critical literacy to empower people to read and name†¦show more content†¦107). Such therapeutic benefits of creative activity are often an important motivation for arts participation. In Bardsley and Soskices (1998) survey, one-third of adult arts learners sought job-related skills, but the majority were motivated by increased confidence, maintenance of physical and mental abilities, and recovery from loss or illness. Similarly, in a music appreciation course, two-thirds of adult participants cited therapeutic motivations such as coping with stress (Buell in Jones, McConnell, and Normie 1996). These examples involve different providers: adult educators (Dirkx, Dreybus, Kazemek and Rigg), artists/arts educators working with adults (Apol and Kambour, Buell), and educators using the arts in other subject areas (Alburty). In addition, a great deal of adult arts learning takes place formally and informally in museums, parks, galleries, theatres, and similar venues, organizations that may not view their role as primarily educative (Chadwick and Stannett 2000). With many different providers, there are multiple, sometimes competing, purposes for adult arts education. Is it to develop the individual, to maintain the dominant culture, or to change the culture (Elias et al. 1995)? Is it to develop appreciative audiences or creative practitioners (McDaniel and Thorn 1997)? To liberate creativity or to develop technical skills (Milton in Elias et al. 1995)? Is art the means or a goal in itself; that is, are the arts used forShow MoreRelatedMore Than A Bag Of Tricks812 Words   |  4 Pagesa â€Å"Bag of Tricks:’ Using Creative Methodologies in Environmental Adult and Community Education explores alternate and to some educational institutions, unorthodox methods of educating using the art-based activities that are interactive. This method focuses on method versus content. 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